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WILLARD'S HISTORIC GUIDE 



GUIDE 



THE TEMPLE OF TIME 



i^ 



FOR SCHOOLS. 



V 



BY EMMAWILLARD, 



NEW YORK: 
PUBLISHED BY A. S. BARNES & COMPANY, 

No. 51 JOHN-STREET 
CINCINNATI: — H. W. DERBY & CO. 



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Entered according to the Act of Congress, in the year 1849, 

By EMMA WILLARD, 

In the Clerk's Office of the District Court for the Southern District of New York. 






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Stereotyped by 
RICHARD C. VALENTINE, 
^, New York. 

C. A. ALVORD, Printer, 
Corner of John and Dutch elreeta, M. If. 



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PREFACE 



In oflfering to the public this book, with its companion the Temple of Time, the 
author cannot bring her mind to frame an apology ; because she is soberly impressed 
with a belief, that she is rendering a service to the cause of educational science. The 
object of aiding the young teacher, as well as of assisting the pupil, has brought into 
it, much of the experience of thirty years devoted to instructing, as well as of long and 
matured reflection, on the special subject of educational history. 

And in no way does the author conceive that she could better serve her country, 
than in awakening a taste for history, and putting its grand outline more within the 
power of universal acquisition, in every common school, throughout our wide republic. 
This, if it stands, must remain by avoiding the rocks, upon which all former republics 
have foundered. History must make them known ; and not merely to here and there 
a solitary statesman. " We the people" must have an enlightened will ; or power 
with us, may, like a steam-engine on a wrong track, carry destruction in its course. 
And if the people are to understand history, then it must be taught in the people's 
schools. 

The method of pointer-teaching is here circumstantially explained ; not only accord- 
ing to long experience and the examination of different schools in our own country, but 
with an attention to what has, in this respect, been done abroad. This method has, 
besides the eminent advantage of impression by the eye, an immense multiplying power 
over that great article Time, which is all that is given hy our Creator wherein to do the 
work of improvement ; so that it may be propounded as an axiom in teaching, that, 

THAT TEACHER IS THE BEST, WHO BEST EMPLOYS HIS OWN TIME, AND THAT OF HIS PUPILS. 

Suppose a teacher has sixty scholars. Three minutes' separate teaching to each makes 
up the master's three hours : whereas, if, with an unexpensive apparatus, such as we 
offer him, he teaches his whole school together fifteen minutes, then this multiplied by 
sixty, (the number of pupils who enjoy the master's instruction,) multiplies his fifteen 
minutes, to fifteen hours.* 

* Norman schools and others, we are aware, have already practised this method, and taught it to 
many teachers ; but to many there will be much that is new in what I offer, and the best teachers are 
foud of looking over what is sanctioned by experience. 



PREFACE. 



We have great need to quicken the process of education, to meet the demands of a 
new age of steam and electricity. We must learn to value the time of children. 
Among other things, the teacher must seek for the means, by which, like Providence, he 
can make one exercise answer many good purposes. For learning to read, each 
scholar in a class must practise by himself. Why not in the advanced class put a 
multiplied value on the reading hour, by considering the importance of what may be 
acquired, — and also the superior manner of reading to be obtained, where the subject 
is regarded as the main thing, and the manner left in a degree to regulate itself? 
Wherever manner alone is regarded, it degenerates into mannerism. Let a child 
never walk to get what he wants, but merely to learn the manner, and only when the 
posture-master is by, he will amble and prance, and make himself ridiculous by 
his affectations. — Suppose you have a class of ten, and you require for to-morrow's 
lesson that each pupil shall read for the information of the whole class, who are to be 
afterwards questioned by the teacher, one of the short biographies contained in this 
little book, — and you give each his choice to select and study well his part. Then 
you have given him an interest in looking over the biographies to select ; — you per- 
mit him to study his own part, and you bring down the public opinion of his class to 
bear upon the distinctness and propriety of his enunciation,* for they must understand 
him. And what is the object of ever reading aloud, but solely to benefit others ? 

These remarks refer not to the reading of history only ; but they apply to other im- 
portant subjects of study, which are also suitable for reading aloud. But history 
is eminently a suitable subject. — It deals in narrative. — It is truth, — nothing is genuine 
history which is not ; and if duly set forth, it shows the right and the wrong of 
human actions, — for the instruction of individuals and of nations. 

* To high-schools and academies, we recommend some larger work on history to be used simultane- 
ously with these pointer-teachings. To the common schools, we recommend the biographical part of this 
work. The teacher who has a large school and is straitened for time, may confine the pupil to a page 
or half a page ; but experience shows, that it is better, in teaching elocution, to permit advanced 
pupils to read enough at a time to get into the spirit of their subject, though each reads less frequently. 



CONTENTS. 



PAGE. 

Guide to the Temple or Map of Time, and Young Teacher's Assistant ... 1 



CHAPTER I. 

Definition of the Temple or Map* of Time 15 

Three methods of teaching it ib. 

Explanation of the Temple, and the use of its various parts 16 

Of Historic Time ib. 

Of Centuries ib. 

Of reckoning each way from the Birth of Christ 17 

How Historic Time is represented on the Temple or Map of Time ib. 



CHAPTER II. ' 

Manner in which the Temple or Map of Time is used to display Chronological 

History 18 

What Names are on the Pillars 19 

What Names are on the Roof ib. 

Comparison of Geography and Maps, with Chronology and the Temple of Time 20 

Advice to Teachers 22 



* Since writing Ihis little volume, it has occurred to the author, that to call the Temple also the 
Map of Time would be to give a plain intelligible idea of its use. I therefore use it here, and the 
Ti'iicher can take his choice of terms. 



CONTENTS. 



CHAPTER III. 

PAGE. 

Oral and Pointer Teaching 23 

Applied to Definitions 24 

" Teaching the Floor-work ib. 

" " the difference between Chronographical and Ethnogra- 
phical Representations of Time ib. 

" " the five Compartments of the Roof 25 

" " the Chronoloa:y of Great Britain — of England and the 

^ ' other nations formed from the ruins of the Western 

Roman Empire ; 26 

" " the Nations of the north of Europe which did not 

belong to the Roman Empire 27 

" " the Roman Empire 28 

, Advice to Teachers and advanced Pupils - 29 



CHAPTER IV. 
Oral and Pointer Teaching Continued. 

Teaching on the Pillars of Modern History the Names of the Sovereigns placed 

on them 30 

Historic Time defined, and how it is to be applied 31 

Method of teaching, and questioning a Class respecting the Names on the Pillars, 

illustrated by example ib. 

Exercises on the Temple or Map of Time respecting Nations — Sovereigns — of 

England — of France — of Spain, (to be learned ethnographically) 34 

Emperors of Germany, — Popes of Italy, — Sovereigns of Hussia — of Sweden, 

— Presidents of the RepubHc of America 35 

Sovereigns cotemporary with Ferdinand and Isabella, or reigning when America 

was discovered, (to be learned chronographically) 36 

Sovereigns of the diflferent Nations reigning in the Sixteenth Century — in the 

Seventeenth — in the Eighteenth — in the Nineteenth , ib. 



CHAPTER Y. 

Dates — Manner of connecting them with the Map of Time — either visibly or 

mentally ^7 

Difficulties in Chronology cleared up ib. 

The Historic Time of the Epochs of Universal History applied to the Temple 

or Map of Time 38 

Analysis and Synopsis of the subjects of Study 39 



CONTENTS. 



Order of Studies for Examination 40 

A Book of History proper to constitute the Reading Exercises of those 
who study the Temple ib. 



CHAPTER VI. 

UNIVERSAL HISTORY FOR SCHOOLS. 

Part I. 

Ancient History. 

Why the History of the Jews is more interesting to us than that of any other 

Ancient Nation 42 

What reference this has to Christianity ib. 

Epochs of Ancient History and Reasons for their Selection. 43 

Creation of the "World — Moses' Account the most rational, as well 

as the best attested ib. 

The awkwardness of reckoning backwards in Time, illustrated 45 

Directions for making an Analysis and Synopsis for Examination, pubUc or private 46 



CHAPTER VII. 

How we are enabled, now that we have studied the Temple or Map of Time, to 

pursue a Unity of Subject 48 

Pointer Teaching — The Names of the Personages placed upon the Pillars of An- 
cient History ib. 

First Period of Ancient History. The Deluge — Noah — Founding of the First 

Nations 49 

Second Period. PoVTCr of Egypt — Bondage of the Hebrews — Joseph. . 50 

Third Period, The Judges — Samuel. The Trojan War — Homer. David 51 

The Kingdom of Israel — Solomon ib. 

Fourth Period. Kingdom of Israel divided. Sparta — LycurgUS 52 

The Persian Empire of Cyrus 53 

The Crrecian Empire of Alexander the Crreat 54 

Fifth and last Period of Ancient History 55 

Rome and Carthage. The Punic Wars — Hannibal ib. 

Marius — Sylla — Julius Caesar — Augustus 56 



CONTENTS. 



CHAPTER VIII. 
Part II. 

Middle History. 

PAGE. 

BIRTH ©F CMIIIST 57 

Divided into Periods ib. 

The" Moiiiaii Eiiipire ._ ib. 

Pointer Teaching — Names on the Pillars of Middle History 58 

First Period of Middle History. JuHus Csesar — Augustus 61 

CHAPTER IX. 

The Roman Emperors, from Augustus to Titus '. 62 

From Titus to Trajan and the Antonines 63 

From them to Dioclesian. ZenoMa . . . .^ 64 

Constantine the Great 65 

Theodosius the Great 66 

CHAPTER X. 

Second Period of Middle History. Alaric — Adolphus — Genseric 67 

Hengist and Horsa — Attila — Odoacer — Olovis — The Merovingian Kings 68 

Theodoric — Justinian — {His Code of Laws) — Alboin 69 

CHAPTER XI. 

Third Period of Middle History. Mahomet 70 

The Caliphate — Omar I. — Charles Martel 73 

Which are the Dark Ages ib. 

The Popedom begun ib. 

The Carlovingian Kings of France — Pepin 74 

Haroun Al Raschid ib. 

The Greek or Eastern Roman Empire ' 75 

The Greek and Roman Churches divide ib. 



CHAPTER XII. 

Fourth Period of Middle History. Charlemagne — Alfred 76 

Otho the Great of Germany — Hugh Capet (the Capetian Kings) 77 

Canute — William the Conqueror — The Feudal System 78 



CONTENTS. . 9 



PAGE. 



Hildebrand, Pope Gregory VII <- V9 

The £mpii'e of the Popes 80 

CHAPTER XIII. 

Fifth Period of Middle History. The Criisade§ ib. 

Absurdity of Gibbon's argument against Christianity. . 81 

What Christianity was, as left by its Founder, and how it became corrupted ... ib. 

The Bishop of Rome not head of the Church in the first centuries — Olga 82 

Further Progress of Christianity — Monasteries — Pilgiimtiges ib. 

Peter the Hermit — Walter tlie Penniless — Godfrey of Bouillon 83 

Alexius Comnenus — Anna Comnena — JSToureddin- — Saladm 84 

Richard I. of England — Jenghis Khan — Kouh Khan — Edward I. of Eng- 
land 85 

Wallace — Tamerlane — Margaret Waldemar — Henry V 86 

Mahomet II. — Final Overthrow of the Roman Empire ib. 

John II. of Portugal — Discovery of a Passage to India 87 

CHAPTER XIY. 

Part III. 

Modern History. 

BISC© VERY OF AMERICA 87 

Events represented chiefly in Three Partes, ib. 

First Period of Modern History. Great extemsiOM of Kll0ivleclg"e 
of the Earth's Surface — Trade, Commerce, and Learning — The Art 

of Printing — The Retbraiiatioii, &c 88 

Second Period. Wars of the League — First Settlement of Virginia — Discovery 

of Hudson River ^. 89 

Third Period. The Thirty Years' War — Cardinal Richelieu ib. 

American Early Settlements — Beginning of the American Confeder- 
acy 90 

Fourth Period. The English Commonwealth — Eestoration — Revolution. . . ib. 

The Thirteen Years' War of the Spanish Succession ih. 

New York taken by the English from the Dutch ib. 

King WiUiam and Queen Anne's Wars ib.. 

Fifth Period. The Eight Years' War of the Austrian Succession 91 

The House of Hanover — The Pretenders in England — Louisburg taken by the 

New England Colonists ib. 

Sixth Period. George Washington — The Americaii Mevolta- 

tion ib. 

2 



10 CONTENTS. 



PAGtS. 

The Seven Years' War — The British Empire in India — The 
Peace of Paris 91 

Measures of England which lead to the American Revolution 92 

Seventh Period. Battle of Brooklyn, and consequent Disasters ib. 

Washington's Retreat — Change of American Prospects, and Events which caused 
it — Peace of Versailles, by which England acknowledges the Independ- 
ence of America ib. 

French Revolution ib. 

ITapoleon. Six Coalitions 93 

Eighth Period. Napoleon's Successes — His Reverses in Russia — His Over- 
throw 95 

Lord Wellington in Spain — England's Second War with America ib. 

Causes of the Second War between America and England 96 

Ninth Period, The Revolt of the Greeks, and the Three Days Revolution in 

Paris ib. 

Present State of France — of England. South America — 97 

Republic of America, Enlarged by Four Extensions 98 

The Florida War — The Mexican War — Improvements — Proposed Railroad 

and Telegraph to California — Their Effects ib. 

CHAPTER XV. 

Biographical Sketches, &c. Ferdinand and Isabella — Columbus 99 

Charles V. — Martin Luther — The Reformation. Elizabeth of Eng. lOO 

Mary, Queen of Scots ib. 

Shakespeare — Henry IV. of France — Duke of Sully 101 

Gustavus Adolphus — Cardinal Richelieu ib. 

Louis XIV. of France — Racine — Oliver Cromwell ib. 

William III.— Peter the Great of Russia 102 

Charles XII. of Sweden — Frederick the Great of Prussia— Napoleon of France. 105 

CHAPTER XVI. 

Biographies of Principal Leaders of the Western Continent. John Adams, 

Second President of the United States • ib. 

Thomas Jefferson, Third President 106 

Simon Bolivar, of Caraccas . ' 107 

Andrew Jackson, Seventh President of the United States ib. 

George Washington, Fir«t President of the Republic of America 108 

Rules of Perspective. To aid in Teaching the Temple or Map of Time by 
Drawing 109 



INTRODUCTION. 



The supposed improvement in educational 
history here offered, is connected with former 
improvements in geography and history, of 
which, a portion of the pubUc already know 
that I am the author. Of these I shall now 
give a brief history for two reasons : the first 
(of itself adequate) is, that there is no shorter 
or better method of explaining the nature of 
what is now made public ; and second, if it 
can be shown, that the person claiming to have 
made any discovery, can prove that having 
been on the same track before, something val- 
uable was found, then the probability is in- 
creased, that the same thing may have occurred 
again, and perhaps in a greater degree. 

When, in 1814, 1 commenced in Middlebury, 
Vermont, the school which by enlargement 
and removal became, in 1821, the Troy Female 
Seminary, the subjects of Geography and His- 
tory were difficult of instruction ; the books of 
Geography being closely confined to the order 
of place, and those of History, as closely to 
that of time ; by which much repetition was 
made necessary, and comprehensive views of 
topics, by comparison and classification, were 
debarred. In Geography, the eye was not 
made the sole, or the chief medium of teaching 
the signs of external things, as the forms, pro- 
portion, and situation of countries, rivers, &c., 
for though maps existed, yet they were not 
required to be used ; but the boundary was 
learned by the words of the book, and the lati- 



tude by numbers there set down — as historical 
dates are now commonly learned. Numbers 
thus presented, are hard to acquire, difficult to 
remember, and, standing by themselves, of littlo 
value when remembered. 

Of the two subjects, although connected, 
yet Geography lay most directly in my waj' ; 
as this, all my pupils studied ; and it was less 
difficult to manage ; for maps already existed. 
The Temple of Time, I regard as a Map of 
History. Geography, then, I dissected, and 
remodelled, according to those laws of mind 
concerned in acquiring and retaining know- 
ledge. I divided it into two parts : first, that 
which could be acquired from maps ; and sec- 
ond, that which could not ; — and for the first, 
giving my pupils to study nothing but maps 
and questions on maps. In. the remaining 
part of the science, being no longer bound to 
any order of place, for no confusion of mind 
could arise concerning locations after these 
had been first learned from maps, I was free 
to expatiate by topics, and give gwieral com- 
parative views, of population, altitude of moun- 
tains, length of rivers, &c. ; and philosophic 
or general views could now be given of gov- 
ernment, religion, commerce, manufactures, , 
and productions.* Thus, since teaching Time 



* I suppose myself to have been earlier in this divi- 
sion, than any person in Europe or America. Malte 
Brun, of France, had similar views, but they were 
later than my method of teaching, practised in toy 



12 



INTRODUCTION. 



by my Map, The Temple of Time, I have 
been able, as in this little book, to range freely 
by general subjects, without fear of the pupils 
losing themselves with regard to historic time. 

The method described of teaching geogra- 
phy is now fully established ; and has been for 
the last twenty-five years. The drawing of 
maps on the blackboard, adds clearness and 
strength to the mind's picture ; but the arrange- 
ment of the subject remains the same. The 
true method once found, changes are deterio- 
rations. Books for reference, and those for the 
general reader, are wanted as before. 

These changes in educational Geography 
led to some corresponding improvements in 
History. I devised the plan of a series of 
maps answering to the epochs into which that 
subject should be divided. This method was 
first described in 1822, in my " Ancient Geogra- 
phy ;" and directions and names of places there 
given to enable the pupil to make for himself 
a set of maps corresponding to the principal 
epochs of ancient history. This plan was af- 
terwards fully carried out in England, and a 
large Atlas published, containing a series of 
maps precisely on my method.* I adapted 
this to American History as early as 1821 ; 
and it was the great commendation which it 
received, as exhibited in the examinations of 



school in Middlebury. Of my improved method of 
teaching there, there are many living witnesses, both 
of those w^ho vi^ere my pupils and my teachers. Con- 
cerning what had been done in Germany and Switzer- 
land, Mr. Woodbridge, who had travelled in those 
countries, and was tlie personal friend of Humboldt 
and other geographers, would have known ; and he as 
well as myself believed that we were unitedly present- 
ing, in our joint names in 1822, an original plan of 
teaching geography. 

* In this Atlas, of which I have a copy, no credit is, 
however, given to me. A friend of mine writing from 
London, says, Your books are used here, but without 
your name. We Americans take from the English, but 
give credit; they take, and give none. This is my 
friend's sentiment, perhaps not his words. 



my classes, and the consequent requests that 
I would give it to the public, which first' led 
me to writing the History of the United States. 
When my earhest " Republic of America" was 
brought forward, it was accompanied with an 
Atlas,* containing the first series of Historic 
Maps ever published in this country. This 
was no inconsiderable step. I then applied 
the plan, as far as possible, to Universal His- 
tory. 

But I was not fully satisfied. There was as 
yet nothing so suitable to fix historic time in 
the mind, as maps are, that of geographic place. 
The old Stream of Time and Priestley's method 
of exhibiting nations in a chart, were of value ; 
but both difficult to remember, and without 
marks to distinguish the centuries, as more 
or less distant.! The thought then occurred 
of putting the Stream of Time into per- 
spective, and adding light and shade to give 
some idea of the civilization of the several 
countries. This followed out, produced the 
chart herein contained, which was published in 
1836 or 37, in the first edition of my Universal 
History. My next step was the invention of 
the Historic Tree, connected with my late 
works on American History. 

The Chart containing the Perspective View 
of Nations seemed not fully understood. It 
was but as their pathway beneath the Temple 
of History, and its perspective character was 



* These maps were destroyed by fire, and they had 
made the work so expensive, that its sale and use in 
schools was hindered ; and when the work, passing 
into the hands of a new publisher, was revised, it was 
judged expedient to diminish the size of the maps, and 
place them in the book. 

t Mere straight lines not wrought into a picture, and 
presenting no form or comeliness to the eye, are un- 
attractive. The young (and the old too) do not feel 
any wish to look at them, and thus they carry away no 
distinct impression. They are like a succession of 
monotonous sounds, which no one remembers ; while 
the arrangement of sounds in tunes or lines in pictures, 
i are attended to with pleasure, and easily remembered 



INTUODUCTtON. 



13 



not apprehended. The idea then arose in my 
mind, of actually erecting over this floor-work 
an imaginary Temple of Time, which would 
give the needed measure of centuries by pillars ; 
and on these, and on the interior of the roof, 
would make places strictly according to time 
lor the names of those great men who are to 
history, as cities are to geography, its luminous 
points. This, with great labor and much study, 
was accomphshed four years ago. When this 
map of time was completed, I was then satis- 
fied that my thirty years' work was done. The 
goal to which, step by step, I had been ap- 
proaching, was at length reached. 

For the last four years I have had the Tem- 
ple of Time by me, to study what, if any, im- 
provements could be made to the plan ; and I 
can think of none. In execution, it is true, 
there is much room for improvement. The 
Temple admits of beautiful and significant 
embellishments. An elegant library, or even 
parlor ornament, might be made of it, by a 
fine and expensive engraving ; but as to the 
plan, I think I have, in the succeeding pages, 
shown it to be full as perfect, and as scien- 
tific, as that of a map of the world, though it 
is somew'hat more complicated. The frame- 
work, like that of a map, can be used, though 
after a different method, to exhibit the histories 
of particular periods or individual nations. A 
Chronographer of English History is in the 
hands of the engraver, and will shortly be 
offered to the public. One of Ancient His- 
tory is drawn, and ere long to be engraved ; 
and one of American History is partly delin- 
eated.* 



* Whenever that shall go before the public, I shall 
show the coincidence of the Historic Tree, contained in 
late editions, with the plan of the Temple. The F'istoric 
Tree has another object (that of setting forth with logi- 
cal clearness the subject) besides showing time, which 
howevei it does in a perfect manner, so far as time is 
continuous. Those who have learned it will find they 



The Temple of Time, as a Map of History, 
has been exhibited by the author to teachers 
and educationists in the States on the Gulf 
of Mexico and the Mississippi river, as well as 
in New England and New York ; and there has 
been a universal approbation of the design, as 
far as it has been made known. But instruc- 
tors said, we must have a book, to enable us 
to teach it. This I promised, and I have more 
than fulfilled my promise ; for I have added to 
the Guide, which occupies the first thirty-three 
pages, a compendium of Universal History to 
be taught in connection with the Temple. 
This, in part, accounts for delays, for which I 
hope to be excused. 

The plan has also been tested by use. In 
the Troy Female Seminary it was first ex- 
plained by lectures. Miss Dellaye, the able 
teacher of history in that institution, has since 
taught classes and brought them forward to 
public examination. A letter from her, which 
I beg leave to present to the public, contains 
her testimony of the result, and also a philo- 
sophical analysis of the Temple. 

Troy Female Seminary, Oct. 18th, 1848. 

My dear Mrs. Willard : 

Having been engaged during the last year in teach- 
ing Universal History in connection with your Teraple 
of Time, permit me familiarly to express, not only my 
unqualified approbation, but my almost enthusiastic 
admiratipn of your system of Chronology. I cannot 
hope to point out excellences concealed from the mind 
to whose creative power they owe their existence ; its 
minutest details being but the embodiment of your own 
original, well-digested thought. Let me rather speak 
of its efficiency, as a minister In the great work of de- 
veloping and moulding the mind. 



have lost none of their pains. But it was not a plan 
capable of representing states and individuals simul- 
taneously as well as in succession. The plan of the 
Temple of Time contains on the pillars the length of 
time, which gives exactness to the Historic Tree and 
the capacity of simultaneous representation, with other 
advantages. 



14 



INTRODUCTION. 



One of its first excellences is, it awakens an interest 
in History. Your plan is simple, yet comprehensive. 
In a small.space you have marshalled the master spirits 
who have swayed the actions of the masses, and have 
presented them at a glance in their own places and 
times. What seemed an Herculean task, is made at- 
tractive by collecting the scattered fragments, and 
combining them in a symmetrical, beautiful whole. 
" The vista of departed years" is presented to the eye 
m lines more life-like than ever fell upon the poet's 
enrap'tured vision. The names inscribed upon the pil- 
lars and corresponding parts of the Temple, are the 
radiating points of historic interest — the foci in which 
are blended the rays of that living light which makes 
the past a guide to future time. 

The exact place of a pillar in the Temple, and the 
names it bears, are not easily forgotten when the 
location has been seen, and its inscriptions carefully 
studied. Yet is it not true, that with the mass of 
readers, these names have no definite place in time ? 
Who has not heard of a Clovis, Mahomet, and Charle- 
magne "! But how few, save the student of the Tem- 
ple, can tell the number of the pillar on which the 
name of each shall be inscribed ; " The Elizabethan 
age," is a household phrase. When did Elizabeth 
reign 1 Who were contemporary sovereigns 1 Who 
the statesmen, the warriors, the reformers, the discov- 
erers, and poets, that made not only her age, but the 
century immortal 1 A single glance at the sixteenth 
pillar and its corresponding parts on floor and roof, 
furnishes definite answers. 

When did Cromwell, the usurper, the reformer, 
wield his almost resistless power ? W hoever has 
carefully examined your Temple, dedicated to English 
History, will be at no loss for an answer ; for the 
interruption of the Stuart dynasty on the seventeenth 
pillar, so forcibly presented to the eye by the change 
of color, made an impression we cannot easily forget. 

This allusion to your English Chronographer, (with 
which, allow me to hope the public will soon be 
favored,) reminds me of the crowning excellence of 
your system of Chronology ; its adaptation alike to the 



history of the world, or of a single country. Let the 
scholar have a mere outline of the Temple, or what is 
preferable, let him draw on his paper or blackboard an 
outline, and as he learns his daily lessons, let him 
write in their appropriate places, the characters the 
historian introduces, and the dates are almost insen- 
sibly learned. Could he who made the Temple and 
assigned to each tenant a place, soon forget that place, 
which is but another name for time ? To use your 
own words, the picture before him is " wrought into 
the living texture of the mind." 

Is the scholar confining his attention to Ancient 
History ? — the Temple is easily modified to meet his 
wants. By placing the Star in the foreground, the , 
whole Temple with its forty pillars, is before him, and 
he finds on floor, pillar, and roof, a place for every 
name memory would enshrine. ' 

Of the floor, presenting at a glance the resistless 
tide of time, in whose ebb and flow, the rise, progress, 
and decay of nations, is made visible even to the cur- 
sory glance, I have not alluded. 

The Temple of Time, like history itself, is a study : 
but its simplicity, unity, "ind order, enable the mind 
easily to master it. He who has made it a study till it 
has become a distinct picture in the mind's gallery, an 
" inner temple," has made an acquisition that is inval- 
uable. History and biography are invested with new 
interest ; for he has a sure place of deposite for the 
gleanings of a lifetime. 

Having thus hastily and imperfectly glanced at some 
of its practical bearings, let me, iii conclusion express 
the hope that the time is not far distant, when every 
school in the Union, from the primary to the univer- 
sity, shall be furnished with its Temple of Time. The 
teacher will find it an able assistant ; and the scholar 
will soon perceive, that your labor of years has made 
his own comparatively light. 

With best wishes for your success, in this and all 
other efforts to facilitate mental improvement, 

I am, very affectionately, 

HARRIETTE A. DELLAYE. 



UNIVERSAL HISTORY 



TAUGHT BY THE EYE 



GUIDE TO THE TEMPLE OF TIME. 



CHAPTER I. 

The Chronographer, called the Temple 
of Time, or Universal Chronographer, is 
an invention hy which time is measured hy 
space, and all time since the creation of the 
world is indicated at once to the eye. By 
the unity of its plan, it can be easily un- 
derstood, and remembered. 

The word chronographer, is derived 
from two Greek words, chronos time, and 
grapho to delineate. Any invention by 
which time is delineated, is a chronog- 
rapher. This invention is, therefore, a 
chronographer ; and since it represents all 
time, it is a universal chronographer ; and 
since it represents all time by a picture of 
the interior of a vast imaginary temple, 
and is the only one of the kind existing, it 
is properly called The Temple of Time. 

The term Chronology is from the Greek 
words, chronos and logos, the latter some- 



Questions onChapter I. — What is the Temple of 
Time ? What is the derivation and meaning of the 
word chronographer? Chronology? Why is it 
proper to call the Templeof Time a Chronographer? 



times signifying science. Chronology is 
therefore the science of time. 

METHODS OF TEACHING THE TEMPLE OF 
TIME. 

The Temple of Time should be taught 
in schools according to the best methods 
of teaching maps : — 

1. By the pupils' studying the Temple 
in the same manner as they study a map, 
having explanations and questions given. 

2. By Oral and Pointer Teaching. 

3. By Drawing. [Seepage 109.) 
Each of these methods of teaching will 

be explained, as some instructors may 
choose one, and some another. The most^ 
thorough teachers will, however, combine 
the three methods. 

Before explaining these three methods, 
we wish the learner to become perfectly 
familiar with the following explanation, 
which is equally applicable to either. 



Why is it proper to call the Temple of Time a Uni- 
versal Chronographer ? Why is it correct to call 
this Universal Chronographer the Temple of Time ? 
How should the Temple of Time be taught in 



16 



GUIDE TO THE TEMPLE OF TIME 



EXPLANATION OF THE TEMPLE OF TIME. 

This Temple exhibits, at one vieio, the 
whole scheme of universal chronology, from 
the creation of the world to the pres- 
ent day, The time of the creation of the 
world is represented in the remotest part, or 
background of this picture. The time of 
the present day is represented by the nearest 
part of the foreground, (i. e. the lower 
margin,^ and by the tops of the half pil- 
lars. 

The STAR on the right hand of the floor- 
work of the Temple, represents the Chris- 
tian Era, or time op the Birth of 
Christ. A straight line passing through 
the middle of the star, and extending to 
the pillars on each side, represents the 
same time throughout the line — that is, 
the time of the birth of Christ. 

An JEra, Epoch, or JEpocha, is a point 
in time, made by the occurrence of some 
great event. 

All Christian nations agree that the 
Birth of our Lord and Saviour Jesus 
Christ, the Founder of the Christian re- 
ligion, is the greatest event which has oc- 
curred since the creation of the world : 



schools? What does the Temple exhibit? Where 
is the time of the creation represented ? 

Note to Teachers. — The teacher holding a 
pointer, the Temple hanging before him, should 
point out the place named, to his class, and require 
them all to look where he points. After they 
shall have learned, he can then exercise the 
whole class by using the pointer, and asking. 
What does this represent? requiring all to answer, 
or any designated individual. 

Where is the time of the present day rep- 



and hence the time of this event is as- 
sumed by them as the great era from 
which to reckon all time, both before 
Christ (b. c.) and after Christ, (a. c.) 

All civilized nations divide historic time 
into periods of a hundred years each, called 
centuries. 

Historic Time is reckoned by centuries 
and parts of centuries, as current time 
is by years and months, with their parts. 
In conversation concerning common things, 
we should say, such a person was gone, 
or was present, during half an hour, al- 
though it might exceed, of lack, one or 
two minutes of that time. In the same 
manner, speaking historically, we should 
say, that half the 19th century ha'd pass- 
ed, although it might lack one or two years 
of that time, or exceed it by the same com- 
paratively small amount. The farther time 
is from the present, the less important it 
is, to distinguish its minute portions. 

Each pillar of the Temple represents 
a century ; the two corresponding pillars 
on each side, of course, representing the 
same century. Thus both the half pil- 
lars represent half of the nineteenth cen- 
tury. 

resented ? What does the Star on the right 

hand of the floor-work represent? The straight 

line passing through its centre? What is an 

era? From what era have all Christian nations 

agreed to reckon historic time ? How do all 

civilized nations divide historic - time ? What 

compar'son is made between historic and time 

current, or now passing ? As time recedes from 

[ the present, what may be said of its minute por- 

I tions ? What is represented on the Temple by 

' the pillars? Where are they numbered? Hov7 



AND YOUNG TEACHER'S ASSISTANT. 



17 



Each century, thus represented by one 
pillar on each side of the Temple, is num- 
bered at the base of the pillar. TJiese 
pillars are made to diminish as they recede 
from the eye, according to an exact geo- 
metric ratio, as objects of sight always 
appear to do. When, for example, you see 
a long row of trees, the most distant seem 
the smallest and shortest ; so also do the 
equal portions of the sides of a long 
bi'idge. This diminution of visible objects 
according to distance, when represented, is a 
picture, and is called jjerspective. This chro- 
nographer, then, is the perspective or pic- 
ture of an imaginary temple, which has as 
many equal pillars on each side, as there 
have been centuries since the creation of 
the world. 

The numbers begin at the Christian era, 
and are reckoned each way. Before Christ, 
there are sujjposed to have been, ac- 
cording to the most approved systems of 
chronology, forty centuries (4,000 years) 
from the birth of Christ to the creation of 
the world ; and after Christ, there are 
knoivn to have been 18 centuries and a 
half from the Christian era, to the present 
day. 

There is no certain data by which exact 
dates in very ancient history can be ascertained. 
The Old Testament is the only valid authority 



are the pillars made to diminish? What ex- 
amples can you give of visible objects, which 
diminish in appearance in the same manner ? 
What is this represented diminution of visible 
objects according to distance called ? What then 
is a picture? What is this chronographer ? How 
are the numbers of the centuries begun and 
reckoned ? How many before Christ ? How 
3 



concerning the creation of the world, and the 
Scriptures were given for other purposes thaa 
merely to teach men history and chronology. 

Those writers on chronology, who do not 
agree with Sir Isaac Newton, Archbishop Usher, 
and others, that 4,000 years before Christ is about 
the time of the creation, generally assume a more 
distant date. Those who do can easily adapt this 
chronographer to their plan, by extending the 
Temple further into the distance. 

The pillars, to aid the memory, are placed 
in groups of ten each — four groups before 
Christ, and two after ; the last thousand 
being, however, deficient by a part of the 
nineteenth, and the whole of the twentieth 
century. 

As pillars are begun in building at the 
bottom, so the time of the century repre- 
sented by each pillar, is reckoned up- 
wards. (See pillar for the eighteenth 
century.*) 

Historic time is represented on the 
Temple, not only by the pillars, but on 
the floor-work and roof. On the floor- 
Avork, a straight dotted line is drawn from 
the nearer angle at the base of each pil- 

* This remark is applicable to the manner of 
reckoning from the Christian era, after Christ, 
and to all methods of reckoning current time, 
from a tixed era. To reckon backwards, is of 
course an expedient of after times. This subject 
will be treated hereafter. 

many after? Is there the same certainty re- 
specting those before, as those after Christ 1 How 
are the pillars grouped ? Are the pillars supposed 
to be begun at the bottom or the top ? Where is 
historic time represented on the Temple ? How is 
historic time represented on the floor-work of the 
Temple? How on the roof? How do you find 
the time represented on any part of the floor- work? 



18 



GUIDE TO THE TEMPLE OF TIME 



lar, to the same angle of its corresponding 
pillar. These straight lines divide the 
floor into centuries. Each century is 
designated by the number on the base of 
the pillar, which any two lines thus drawn 
include. The part farthest from the fore- 
ground represents the beginning of the 
century, and that nearest, the close. 

[Therefore, to find the time on any portion of 
the floor-work, trace the straight lines to either 
side, and the numbers on the pillars will decide 
the century The nearer to the foreground, the 
nearer is the time to the present ; and the re- 
verse : and the nearer to the present, the greater 
the proportional space. See the pillars, and also 
the space for centuries, on the floor and roof] 

The numbers of the centuries are set 
down upon the roof, in order to save the 
learner the trouble of Tracing to the base 
of the pillar. 



CHAPTER II. 
[kxplanation continued.] 

SECTION I. MANNER IN WHICH THE TEMPLE 

OF TIME IS USED, TO DISPLAY CHRONO- 
LOGICAL HISTORY. 

History has been defined to be " A 
record of Truth, for the instruction of 
Mankind." 

History proper, refers to human beings, 
their actions, and the dealings of Provi- 
dence with respect to them. 



Questions on Chapter II. Sec. i. — How has 
history been defined? To what does history 
proper refer ? How are human beings, as regarded 
by history, divided ? What is a nation ? In what 
respects does history regard nations ? Why is it 



Mankind, as regarded by history, are 
divided into nations. 

A nation is a collection of human beings, 
living under the same government, and in- 
habiting a country whose name they share. 
Thus, France, the French ; England, the 
English ; America, the Americans. 

History has reference to nations, in re- 
gard to their origin, their government, 
their religion, their increase or diminution, 
their wars with each other, their great 
discoveries, and their progress in the 
arts ; or to any important change what- 
ever, which may happen to them. 

Men, when they act politically, or in 
their collective capacity, act under one 
or more of their own number, as a leader 
or leaders ; and these are regarded as the 
representatives, or the type-men of their 
time.* If memorable discoveries are-made, 
the discoverer should be known, since his 
life and time will contain the history and 
time of his discovery. Hence, a univer- 
sal chronographer should give the names 
and historic times of the leaders of man- 
kind — of great discoverers, &g. The de- 
partment of history which treats of indi- 
viduals, when kept distinct, is denomina- 
ted biography. 

* This expression, " The type-man of his 
time," is, we believe, of modern origin ; it is so 
expressive that we adopt it for brevity. It explains 
itself. 



the business of the historian to give the names 
and historic times of great leaders, discoverers, 
&c. ? When a history is made up of the lives of 
eminent men, what is it called? Are such ex- 
pressions common as " The age of" some eminent 



AND YOUNG TEACHER'S ASSISTANT. 



19 



So7ne of these leaders have become so 
important in history, that the time in 
which they reigned or flourished, is known 
by their individual names ; thus, we have 
the expressions, " The age of Elizabeth," or 
" the Ehzabethean age," " the age of Louis 
XIV.," (fee, (fee. The actions of the most 
eminent leaders of mankind are so con- 
nected with the history of nations, that a 
person familiar with their biograph}^ and 
knowing the times and places in which 
they lived, would have a good knowledge 
of universal history. Thus, a person 
acquainted with the life of Washing- 
ton, must understand the history of the 
American Revolution, and the steps by 
which America became an independent 
nation. 

The learner must beware of getting the 
idea, that the names placed on the Temple 
are always of good persons. Some among 
them are names of those, who have been 
the greatest scourges of the human race. 

Historic time is, as we have seen, rep- 
resented on the Temple, not only by the 
pillars, but by the floor- work and roof; 
but in a different manner, each being- 
adapted to its peculiar use. Hence, by 
the pillars we have length,* so that the 

* That is the length of the first pillar added 
to that of the second ; — the second to the third, 
and so on through the whole. 



person? What examples are given? Would a 
knowledge of the biography of the most eminent 
persons in the world, constitute a good knowledge 
of general history? What example is given? 
By what circumstances are the different parts of 
tiie Temple of Time each fitted to their peeii- 



times of the great leaders may be shown 
with exactness, and without confusion. 
On the floor and roof- work, we have 
breadth, by means of which, nations and 
individuals may be shown as existing sim- 
ultaneously. 

The names on the pillars are of those 
sovereigns by ivhom the age or time in which 
they flourished, is chiefly distinguished. 

The floor-work of the Temple shows by 
divisions, coming from the more remote 
tpwards the nearer part of the picture, 
what have been the principal nations of 
the world, during the several centuries 
through which they are drawn. Since the 
latter part of the fifteenth century, (the 
time of the discovery of America,) in 
the representation of the principal nations 
of Europe, the names of all the sovereigns 
who have reigned and who are now reign- 
ing, are inserted ; but antecedent to that 
period, only the names of the principal 
sovereigns are set down. 

The roof of the Temple contains, in 
five compartments, the names of some of 
the most celebrated persons of the age to 
which they belonged. On the left hand 
are the principal statesmen of the known 
world ; next to these the principal phi- 
losophers, discoverers, <fec. ; then on the 
centre, the most distinguished theolo- 
gians ; next, the principal poets, painters, 

liar use? What names are placed on the pil- 
lars? What does the floor-work of the Temple 
show? \Vhat can you say concerning the names 
of the sovereigns of the countries, set down after 
the time of the discovery of America ? When 
was that event? Wliat concerning the names Oi 



20 



GUIDE TO THE TEMPLE OF TIME 



&c. ; and lastly, the most celebrated war- 
riors. The Temple, in so far as the pil- 
lars and the roof are concerned, might be 
called the Temple of Time and of Fame ; 
the most famous persons only being put 
down, each in his own time. All the 
names inserted on those parts of the 
Temple are of persons not now living. 

Along tlie right margin of the floor- 
work, and next the base of the pillars, 
are set down some of the most important 
battles of which history treats. Great 
political changes are often decided in 
great battles. 

On the left corresponding margin, are 

placed the epochs of Willard's Universal 

History. They are selected with care, as 

the best, by which to divide this great 

subject. 

[This brings the Temple of Time into closer 
connection with Willard's History than with any 
other ; but it may accompany any system of uni- 
versal history ; or it may be used to advantage by 
itself, with the aid of a dictionary of universal 
biography.] 

SECTION II. COMPARISON OF GEOGRAPHY 

AND MAPS, WITH CHRONOLOGY AND THE 
. TEMPLE OF TIME. 

Those laws of mind, by which not only 
the memory is assisted, but the intellect 

sovereigns before it? Describe the roof of the 
Temple ? Why might the Temple so far as the 
pillars and roof are concerned, be called the 
Temple of Fame as well as of Time ? Are any 
living characters here noticed? What events 
of history often make great political (or national) 
changes ? Where are battles set down, so that 
their time may be known by this Temple ? What 
is placed on the corresponding margin ? 



formed, have been regarded in this inven- 
tion. The attempt to understand chro- 
nology by merely committing dates to 
memory, is not only painful, but it is as 
useless, as to learn latitudes and longi- 
tudes without the study of maps.* As 
in geography, the relation of any place to 
other places, is what is important to know ; 
so in chronology, the relation which any 
given event hears to others, constitutes 
the only useful knowledge. In geogra- 
phy, a student learning London from a 
map, would, in idea, place himself in that 
city, and then consider the bearing of other 
places ; and as a map of the world will 
enable him to do this as regards place, so 
the Temple will enable him to locate him- 
self in time with any individual, and see 
what characters are cotemporary, what 
before, and what to follow. Take for ex- 
ample, Wicklitfe. Find his name near the 
centre of the roof. All names of persons in 
the same century, all going before, and all 
following him, to the number of about six 

* A class of young ladies were last winter in- 
structed at the Troy Female Seminary, by the 
author, on this plan. One of the class vol- 
unteered the remark, that before learning the 
Temple, she received no information from the 
dates which she read, but now dates made her 
mind active, and gave her both profit and pleasure. 

Sec. II. — What laws of mind have been regarded 
in this invention? What is said of the attempt to 
understand chronology by committing dates to 
memory ? What is important to know in geog- 
raphy and \Q, chronology ? What example is 
given in geography? what in chronology? In 
answering the three questions, what persons lived 
in the same age with Wickliffe? what before? 
and what after? how many relative ideas of the 



AND YOUNG TEACHER'S ASSISTANT. 



21 



hundred* of the most eminent persons 
of the world, may be seen. This saves 
great labor of thought, and may suggest 
new ideas, even to the learned. 

History, which the Temple of Time 
explains, treats of perso7is ; whereas ge- 
ography, which is explained by maps, 
treats of places. In a map, great coim- 
tiies made up of plains, mountains, seas, 
and rivers, are represented by what is al- 
together unlike them ; viz., lines, shades, 
and letters, on a flat piece of paper ; but 
the divisions of the map enable the mind 
to comprehend, by proportional space and 
distance, what is the comparative size of 
each, and how countries are situated 
with respect to each other. So this pic- 
ture made on paper, called a Temple of 
Time, though unlike duration, represents 
it by proportional space. It is as scien- 
tific and intelligible, to represent time by 
space, as it is to represent space by space. 

Of the persons who are to examine a 
map, some live on one part of the earth's 
surface and some on another. There is 
no definite fixed place for the observer, 
and in a map, equal spaces on the paper 
indicate equal spaces of the earth's sur- 
face. Distance of place is, therefore, in 
every plane direction. But all observers 

* The Dumber of names on the Temple is about 
600. 



time of historic characters may be obtained ? Is 
a map like what it represents? Is the Temple of 
Time like what it represents? Give some de- 
scription of each as to what they do represent, 
and the manner of the representation. In geo- 
graphical study on maps, has the observer any 
fixed place ? In historical study on the Temple 



who examine this Temple, live in the 
present time, which is the same ; and all 
in the same manner look back through 
the past centuries of historic time. Every 
one, therefore, wants some method of fixing 
in his memory, the degree in which any 
century is past. The method of repre- 
senting centuries by perspective, does this 
perfectly ; and perspective is the only way 
by which it can he done. In a range 
of pillars, each is separate, though all are 
connected, and together form one edifice. 
Each pillar diminishes in an exact geo- 
metric ratio, as it apparently recedes from 
the eye. The pillars of great edifices are 
made according to ancient usage and 
definite rules, which mankind have never 
since been able to improve. The pillar 
is, at the same time the firmest support, 
and the most elegant ornament of a tem- 
ple. In the language of common meta- 
phor, " the political edifice" expresses the 
government of a nation, and " pillars of 
state" its great men. The design of the 
Temple is therefore not only mathemati- 
cally correct, but in grandeur and dignity 
worthy of its subject.f 

+ The author, after years of reflection, takes the 
bold stand of asserting, that her plan is brought 
to perfection, and will be as fixed and permanent, 
as the Pythagorean theorem, or the " Eureka" 
of Archimedes. Its adaptation is evident from the 

of Time, do the observers all stand in the same 
time 1 In the study of historic time, what does 
every one want ? What is the method and the 
only method by which this can be done ? Why 
is a range of pillars connected in one edifice, the 
best possible method of displaying the receding 
centuries of historic time ? How does the Chro- 



'22 



GUIDE TO THE TEMPLE OF TIME. 



As the latitude, longitude, and situa- 
tion of a city is known by the place 
in which its name is inserted on the map, 
so the time in which any person lived and 
"was a public character, is known by the 
place in which his name is set on the Chro- 
nographer. 

As in a map of the world, only the 
largest countries can he represented, and 
the principal cities set down ; so in the 
Universal Chronographer, none but the 
principal nations can be delineated, and 
none but the most distinguished persons 
mentioned. 

The Temple of Time is more easy to learn 
and remember, than a map of the world ; 
because the Temple is made according 
to the laws of perspective, as all pictures 
are, whether in the eye, in the mind, — 
or scientifically drawn, on paper or can- 
vas. This makes it more natural and 
pleasing to the eye and mind, and more 
easy to remember than straight lines, as 
those of latitude and longitude, which are 
not arranged in pictures. Another rea- 
son why it is more easy to remember the 
times of persons by the centuries in which 

definition of perspective, and from the architectu- 
ral character of pillars in an edifice. Our as- 
sertion has to do with an exact science, and it can 
be disproved if false. With regard to the selec- 
tion of historic names, that is matter of opinion ; 
but the adaptation of tlie perspective plan to its 
use, is matter of demonstration. 



nographer compare with a map in respect to the 
location of the names placed upon it? How does 
the Universal Chronographer compare with a 
map of the world, in respect to the number of 
names, which can be placed upon it? Which is it 



they are set down, than cities, by the 
latitudes and longitudes in which they 
are placed, is because time past (and it is 
with this only that history deals) is reckon- 
ed only along one line, but space has many 
directions. 

The course of time being represented by 
the perspective of a vast building, resting 
on separate pillars, the disconnected parts 
of a great subject are united in one, and 
comprehended at a glance ; the poetic 
idea of "the vista of departed years," is 
made an object of sight ; and when the 
eye is the medium, the picture will, by fre- 
quent inspection, be formed within, and for- 
ever remain, wrought into the living texture 
of the mind. If this be done by a design 
whose beauty and grandeur naturally at- 
tract attention, then the teacher or parent 
who shall place it before his pupils and 
children, will find that they will insensibly 
become possessed of an inner " temple" 
in which they may, through life, deposite 
in the proper order of time, the facts of 
history as they shall acquire them. 



To Teachers. — My object in the two 
following chapters is not, that teachers shall 
feel themselves obliged to go before their 
classes, and recite precisely my words, 
especiall)'- since the pupils are expected 
to study the book ; but I wish to show 

the most easy to learn and remember, the Tem- 
ple of Time, or a map of the world ? Why ? 
Recite or give an analysis of the passage where 
the author concludes her explanation of the Tem- 
ple of Time. 



AND YOUNG TEACHER'S ASSISTANT, 



23 



them, by example, a good and right 
method of teachmg the Temple of Time ; 
and not that only, but all other subjects 
which admit of being presented to the 
eye. But if this work falls into the 
hands of young teachers, I will take the 
liberty of advising them to go once or 
twice, with their classes, through the 
course indicated, making, however, ad- 
ditions or omissions as they choose. All 
such cannot go to Normal schools, and 
I would do all in my power to bring a 
Normal school to them. 

Mere long discourses spoken to pupils, 
however elegant, are like water spilled 
upon the ground. The mind of the 
scholar falls into an indolent and listless 
state, and no matter how rich the ban- 
quet, he goes away hungry as he came. 
The teacher, to excite him to give his eye 
and his mind, must let him know that he 
is expected to remember, and will soon be 
called on to recite what he now hears, and 
to describe what he sees. To know that 
a thorough examination in the study is 
to be passed, is also a good and health- 
ful excitement, — being of great advantage 
to the scholar in helping him to keep his 
mind active, and close to the subject ; and 
thus aiding the instructor also, — since but 
little governing is needful, when scholars 
once have their minds filled with zeal for 
their study. 

The teacher should address the ques- 
tion to the whole class, when it can be 
so put as to require a single word or a 
short sentence in answer ; but when a 
more intricate sentence is requisite, then 



let the teacher select some individual of 
the class to make the reply. If the most 
attentive and intelligent are first ques- 
tioned, their answers will be likely to be 
instructive to the others, and such as the 
teacher can approve. As a teacher, I al- 
ways loved better to praise than to blame, 
— to lead by smiles, than to drive by 
frowns. I never found it necessary to do 
aught to keep up the attention of my 
classes, other than to teach them well* 
I never gave my pupils either fault or 
credit marks for recitations. The subject, 
and not themselves or me, I wished them 
to think of ; and if I had had their eyes, 
their ears, and their minds fixed in deep 
attention, I knew that the seed of instruc- 
tion had been fairly planted ; and being 
watered, would show itself in due time. 

In oral teaching, great plainness, and 
much repetition are necessary, and all the 
interesting associations at command. But 
avoid baby-talk. Use the proper scien- 
tific words. Define if necessary, and 
make your pupils define, and then by 
your questions, bring the new words into 
use. That is the most sure way to teach 
lanofuaffe. 



CHAPTER III. 

ORAL AND POINTER TEACHING. 

(Questions being here interspersed throughout 
the pages, no others are given.) 

The pupils having learned the subject 
matter of the preceding chapter from 



24 



GUIDE TO THE TEMPLE OF TIME 



the study of the Temple of Time,* aided 
by this Guide, the class is nearly prepared 
for historical exercises on the Temple. 

"We now suppose that in sight of the class, 
and within reach of a pointer in the 
teacher's hand, hang two Temples. These 
(as the teacher explains to his class) are 
painted ; the one chronographically, and 
the other ethnographically. That is, one 
is so painted as to represent time, (chro- 
nos meaning time,) and the other, to 
represent nations, ethnos being a Greek 
word which signifies nations. 

On this Temple,f which is painted chro- 
nographically, the time of each century 
is carried in the same color quite round 
through the floor, roof, and corresponding 
pillars. On this, is represented upon 
the floor- work, the 'principal nations which, 
since the beginning of time, have passed 
over the historic scene. And remem- 
ber, that much is gained, not only by 
knowing what is, but by knowing what is 
not. If a learned person were disposed 
to deceive an ignorant one, and should 
tell him false stories concerning some pre- 
tended great nation, he would not know 
better than to believe him, and talk or 



* A copy of the Temple, not painted, is sup- 
posed to have been in the hands of each pupil. 
It is less expensive, and for a near view is as 
good. But the Temple should be often viewed in 
such a light and seen from such a distance, that 
the receding of the pillars is made sensible. 

t When the words this, these, &c., occur in 
this chapter, in italics, they are not placed to in- 
dicate emphasis, but it is supposed that the teach- 
er is pointing out on the Temple the object re- 
ferred to. 



act like a fool in consequence of his de- 
lusion. And a person conscious of igno- 
rance is often, like a child in the dark, 
afraid to say or do any thing. But study 
attentively the Temple of Time, and then 
you will know what are all the great, and 
to us important nations, which are now, 
or ever have been known. This Temple, 
(which is ethnographically painted,) repre- 
sents by different colors, the nations com- 
ing forward from past centuries, so that 
at a view, a general idea of their date> 
course, &c., may be obtained. 

In this Temple as much regard has 
been had to time, as was compatible 
with a distinct representation of nations. 
The centuries are not painted in diff'erent 
colors, but the roof, and the six groups 
of ten pillars (1000 years) each, are tinged 
with diff'erent colors, care being taken to 
go from white (no color) to shades more 
and more dark, in order to heighten the 
eff"ect of the j)icture as receding into the 
obscurity of vast distance. 

Teacher. How is this Chronographer 
painted ? 

Class. That Chronographer is painted 
chronographically. 

Teacher. How is this Chronographer 
painted ? 

Class. That Chronographer is painted 
ethnoyrajihically . 

Teacher. What is the diff'erence between 
the two? 

Master Charles P. may give the an- 
I swer. 

Master P. The one painted chrono- 
graphically, shows the time or the cen- 



AND YOUNG TEACHER'S ASSISTANT. 



25 



turies ; and the one painted ethnographi- 
cally, shows the nations. 

Teacher. What did I remark that it was 
advantage to know ? Miss Sarah G. 

Miss G. To know what is not, as well 
as what is. That people may other- 
wise be deceived by the designing, and 
act or speak foolishly ; or like children 
in the dark, be afraid to act or speak 
at all. 

The Teacher may now give some gen- 
eral questions, whose answers have been al- 
ready learned — such as, What does this 
Temple represent ? What each of these 
pillars ? This floor-woi'k ? What names 
are these set down so conspicuously on 
the pillars ? What names are these in 
this right-hand compartment of the roof ? 
What in this compartment next ? What 
are these names in the centre or upper 
compartment of the roof? In connection 
with this question, the Teacher may ex- 
plain, that it was doubtless to assist the 
memory, that the theologians were placed 
on the highest part of the Temple ; it 
being their business and duty to attend 
to heavenly things, or things concerning 
God: Theos, (from which, with logos, is 
derived the word theologian,) signifying 
God. Heaven being supposed the more 
especial residence of God, and always 
located on high, the theologians are 
placed on the highest part of the Temple, 
as nearest heaven. But famous people, 
and those who do much in the world, al- 
though they may be those, whose duty it 
is to attend to religious things, are not 
in reality always good people. Most of 
4 



those in this compartment, we however 
judge to be so. On the lowest part of the 
roof, and nearest the earth, are the great 
warriors on one side of the Temple ; and 
the great statesmen on the other. Between 
these as holding a middle rank are, on 
one side, the poets and painters, &c., per- 
sons of imagina.tion ; and on the other the 
philosophers, discoverers, &c., persons of 
great reasoning capacity. Now let all 
the class answer as one. To which of 
these five compartments of the roof of the 
Temple belong the theologians ? 

Class. The theologians* belong to the 
upper compartment of the roof of the 
Temple. 

Teacher. Why do we suppose that the 
author placed the theologians on the up- 
per compartment ? Miss Mary L.f 

Miss L. Because that is supposed to 
be nearest Heaven. 

Teacher. To which compartment of the 
roof belong the warriors ? 

Class. The wan-iors belong to the lower 
riofht-hand side. 



* The teacher should instruct his class to re- 
peat in their answer, when it can easily be done, 
the substance of the question. In this case, 
" They belong," instead of theologians belong, 
would be an answer to the teacher's question ; but 
some in the class would not connect " they'' with 
its antecedent, and would say mechanically what 
would be to them, words without meaning. 
European educators have noticed this point in the 
act of teaching. 

t If the teacher designates no individual, the 
question is to the whole class. If he announces 
the question without any one knowing who will 
be called on to answer, all will attend. 



26 



GUIDE TO THE TEMPLE OF TIME 



Teacher. To which belong the states- 
men? 

Class. The statesmen belong to the 
lower left-hand side. 

(All the persons whose names are on 
the pillars of this right-hand side of the 
Chronographer, belong to the eastern con- 
tinent — those on this left-hand side, to the 
western.) 

Teacher. What may the blank state of 
all these pillars beyond the fifteenth cen- 
tury be supposed to represent? Miss 
Lucy D. 

Miss D. It may be supposed to repre- 
sent the blank of all knowledge of the 
western continent before the fifteenth cen- 
tury. 

Teacher. What names are these along 
the margin of the floor ? 

Class. Those are the names of the na- 
tions represented on the floor. 

Teacher. You may first repeat after me, 
as I point to them severally, the names of 
these nations, which were formed from the 
Western Roman Empire. 

[The teacher should (after placing his pointer 
upon the nation he would designate) speak very 
distinctly, and with a careful pronunciation, the 
name of that nation. The class, profoundly at- 
tentive, should hear this first enunciation in silence. 
The teacher then utters the name a second 
time, when all in the class, without one excep- 
tion, are with one voice to speak with him. In 
this way classes may be taught the correct pro- 
nunciation of these names, which to learners are 
like the words of a new language. When the 
teacher uses his pointer in showing the lines which 
designate nations, he should move it from the far- 
ther to the nearer centuries, following the course 
of time : the same as in geography, he should al- 



ways move his pointer with the course of a river, 
and never against the current.] 

Great Britain. 

[Class all at the second enunciation repeat. So 
of other names of nations in italics.] 

Of this country, made up of England 
and Scotland,* only England belonged 
to the Roman Empire. This is the land 
of our forefathers. Portugal, Spain, 
Switzerland, Germany. — This is now di- 
vided into independent powers, of which 
the largest are Austria and Prussia, 
Prance, Italy, Greece. 

What have you now learned concerning 
these nations ? 



* In studying, let the pupils here examine the 
Historical Chart at the beginning of this work, 
called the " Picture of Nations, or Perspective 
Sketch of the Course of Empire." This chart 
was one of the primary steps in the improved sys- 
tem of displaying history to the eye here taught, it 
being the first published attempt to put the course 
of time into perspective. It was published about 
twelve years since, in the first edition of my 
Universal History ; and although an improvement, 
I perceived that it failed of the effect of perspec- 
tive drawing, and wanted something to give the 
eye a measure of actual distance by the degree of 
diminution. This led me to the thought, that I 
conld give this measure exactly by receding pil- 
lars, and produce the effect of distance in time by 
erecting above this floor-work an ideal Temple of 
Time. My design was perhaps as well executed 
by the engraver of the Temple as could be ex- 
pected for a first attempt. The directions given 
him were to copy the chart, especially in respect 
to ancient and middle history, upon the floor of 
the Temple. That direction was, however, im- 
perfectly followed. The Chart itself is therefore 
here inserted. Being a copperplate engraving, it 
admits of more exactness. 



AND YOUNG TEACHER'S ASSISTANT. 



27 



[Here let the teacher place the pointer upon 
England at the time of Egbert, and deliberately 
trace diagonally towards the right, coming to the 
edge of the foreground just so as to exclude Greece. 
The pointer will then have passed over all the 
principal European nations which were formed 
from the Western Roman Empire, and no others, 
the American nations not falling within this line.] 

Master Edward H., answer this question. 

Master H. We have learned that those 
are European nations which were formed 
from the Western Roman Empire. 

[Now let the teacher point separately to Great 
Britain, and the other nations already mentioned, 
and ask the class, what nation is this ? this ? 
&c. ; and let all the class answer with one voice.] 

Teacher. These are the European nations 
formed from the Western Roman Empire. 
The Barhary States were also formed from 
the same ; but they are in Africa. Tkis na- 
tion, Turkey, was formed from the Eastern 
Roman Empire, as was Egypt also, which 
is still nominally subject to Turkey. 

These nations on the left hand are the 
nations of the north of Europe, which did 
not belong to the Roman Empire. They 
are, Denmark and Norway, long united. 
Sweden, Russia, Poland, did not exist as 
nations at the time, when that empire had 
subjugated nearly all the ancient nations 
known in history, except Persia, India, 
and China, which are pagan nations ; and 
of the last two, very little was known to 
the ancients, or those from whom we de- 
rive our knowledge of history. 

[Here let the teacher point severally to these 
nations, asking. What nation is this? this? &,c., 
and the class replying together.] 



Tliis broad light space, in which is placed 
the STAR, represents the Roman Empire. 
These ancient nations one after another 
fall into this empire, and for four centu- 
ries it was the one undivided great power 
of the earth, which had swallowed up the 
others. You perceive, in looking over the 
whole course of history, as represented on 
the floor-work, that there is something 
very singular in this. What could have 
been the design of the Almighty Ruler of 
nations ? Mark the facts. The star of 
Bethlehem arose upon the world imme- 
diately after the consolidation of the Ro- 
man Empire ; and that Empire began to 
be sundered and reft into fragments just 
about the time that Christianity had been 
promulgated throughout the whole em- 
pire. Christianity, by the appointment 
of Providence, is now the religion of the 
most enlightened and civilized part of 
mankind ; and the human means by which' 
this result was secured, was the sfather- 
ing of the nations into one before it was 
sent into the world, and keeping them un- 
der one government until it was estab- 
Hshed. 

Teacher. What does this light space 
represent ? 

Class. It represents the Roman Em- 
pire. 

Teacher. At what time was the Roman 
Empire consolidated ? 

Class. The Roman Empire was con- 
solidated just at the Christian era. 

Tea.cher. Into what parts was the Ro- 
man Empire first divided ? Miss M. 

Miss M. The Roman Empire was first. 



28 



GUIDE TO THE TEMPLE OF TIME 



divided into two parts, the Eastern and 
the Western. 

Teacher. What can you say of the 
Roman Empire dming these four centu- 
ries ? Master Henry B. 

Master B. The Roman Empire during 
those four centuries remained undivided 
and entire. 

Teacher. Yes, there was no permanent 
division during these centuries. What 
centuries are these ? Class, answer to 
each as I point. 

Class. The first, second, third, and 
fourth centuries after Christ. 

Teacher. A poet has elegantly termed 
a certain empire " Mother of nations." 
What empire must that be ? 

Class. That must be the Roman Empire. 

Teacher. What did a poet call the 
Roman Empire ? 

Class. A poet called the Roman Em- 
pire " Mother of nations." 

Teacher. As I point, name the nations, 
one by one, which were formed from the 
Western division of that empire. — Next 
name this nation which was formed from 
the Eastern division. — Now repeat after 
me the names of these northern European 
nations which have been formed since the 
dissolution of the Roman Empire ; — Nor- 
way and Denmark, (these two nations long 
under the same government,) Sweden, Rus- 
sia, Poland. 

Teacher. What connection had the com- 
mencement and continuance of the Roman 
Empire with the introduction and spread 
of Christianity ? Miss S. 

Miss S. Our Saviour Jesus Christ, the 



founder of Christianity, was born im- 
mediately after the Roman Empire was 
firmly established ; and soon after it was 
christianized, the empire fell to decay, and 
other nations were formed from its ruins. 

Teacher. I will now show you how in- 
teresting is this subject to us. Rome, as 
you see, is the mother of these nations. 
She is, therefore, grandmother to us. 
This you perceive is our nation, the Re- 
public of America, and a thrifty, fast- 
growing branch among the family of na- 
tions, it seems to be, as it really is.* We, 
as a people, owe our origin to the Chris- 
tian nations of Europe, who were formed 
from the ruins of the Roman Empire. 
But our national origin was not until the 
beginning of the seventeenth century, 
which was long after the blood of those 
nations which were parts of the Roman 
Empire, had been mingled with that of 
those barbarous tribes who overcame and 
dismembered it. The people who com- 
posed those tribes were in the darkness of 
ignorance and barbarism, when they be- 
came known to the Romans, and were 
called the Northern Hive, because they 
came down like bees in swarms upon the 
Roman Empire. This darh part of the 
Chronographer, (the Historical Chart will 
show it still better, — it is on the left of the 
Roman Empire,) — represents the Northern 



* This Temple of Time is made (to use the 
language of almanac -makers) for the latitude of 
republican America, and the longitude of Chris- 
tian civilization. Others can be made on the sumo 
plan by those who may need them. 



AND YOUNG TEACHER'S ASSISTANT. 



29 



Him. The tribes which composed it, 
were eventually the conquerors of the 
great " mother of nations," and then they 
became the founders and fatliers of na- 
tions, founding not only these northern 
Christian nations of Europe, not from the 
Roman Empire, but also these formed 
from the Western Roman Emj)ire. Among 
others which they thus founded, was Eng- 
land, our mother-country, which received 
its name, and the best element of its lan- 
guage (which is ours) from two of these 
tribes, the Saxons and Angles, which once 
inhabited the southern shores of the Bal- 
tic. To assist our memory then, we 
may call this noble empire our grj\,nd- 
mother, and the Northern Hive, our grand- 
father. Then we shall find that we bear 
a relationship to all these Christian nations 
of Europe. Does it not seem to expand 
our being, and to give us a new regazd 
for this grand old Rome, the " mother of 
nations," when we find that among her 
dauo'hters, is our own mother, England ; 
and that these nations, England's sisters, 
are thus, as aunts to the Republic of 
America ; and that this dark Hive of bold 
barbarians, contains our grandfather- tribes, 
the Anglo-Saxons? 



To Teachers and advanced Pupils. — 
There is a difficulty in teaching history, 
inherent in the subject. Every human 
being is to himself the centre of the world 
he lives in. ' This fact, the science of as- 
tronomy recognises, in giving to every 
man his o^^ti zenith. So in geography, it 



is acknowledared that we should besiu 
with the young scholar in teaching him 
his own town, state, and country. It is 
equally true in history, that the nearest 
events are to the learner the most im- 
portant. Why then should we not at 
once begin history with the present time, 
and trace back ? We should, as far as 
we can, without too much contravening 
another rule which is still more impera- 
tive ; and this is, that in narration, the 
cause should be made to precede the ef- 
fect. The father is before the son ; the 
offence, before the war which it produced ; 
and the march of the army, before the 
battle. But as regards history, although 
in its exhibition in the Temple of Time, 
its importance is for the first time made 
proportionate to its nearness, yet, when 
the subject is treated in books or taught 
orally, we find ourselves compelled to be- 
gin somewhere in the distance, and come 
forward to the present time. 

Yet to oblige every young scholar to 
go quite back to the creation, and spend 
perhaps the only time he can ever devote 
to history, in learning much that no human 
being can know to be true, I do not advise. 
It appears to nie, that the world is now 
near enough to its manhood, to neglect 
those old nursery tales of mythology, 
which were sung over the cradle of its 
infancy. In guiding you over the Temple 
of Time, I will therefore, after having 
given you a general view of the origin of 
the nations of modern history, go back to 
the time of the discovery of our own 
continent ; the time from which, Americans 



so 



GUIDE TO THE TEMPLE OF TIME 



should, without doubt, whatever may be 
the practice of Earopean authors, date 
modern history. 



CHAPTER IV. 

ORAL AND POINTER TEACHING, CONTINUED. 

Section I. 

Teacher. I shall now commence teach- 
ing you, what you must so thoroughly re- 
member, that you can see in imagina- 
tion, as well when you look off the Tem- 
ple, as you now do by your bodily eyes. 
I mean the names on the pillars. Of 
what description of persons are these? 
Miss H. 

Miss H. They are the names of those 
sovereigns who have possessed great po- 
litical power. Those on the right-hand 
pillars, are names of sovereigns and lead- 
ers of the Eastern continent, and those 
on the left, of the Western. 

Teacher. Yes. But we have not kings 
and emperors on this side the Atlan- 
tic, except in Brazil. You will find 
the name of Pedro II. on the Chart. 
These, then, are the names of the rulers,— 
the founders, and the leaders of nations. 
When you learn their characters, you will 
find some of them, as Washington, among 
the best of the human race ; and others, 
as Jenghis Khan, wicked, as they are 
great. But we shall introduce them all 
to you by name and place, and you will 
then be curious to learn by reading the 
particulars, by which they rose to great- 
ness. And vou will find in historic de- 



scriptions a pleasing variety — not the 
vapid, mawkish uiliformity of the misera- 
ble novels, with which we are at this 
day flooded ; that have love in, the be- 
ginning, trouble in the middle, and mar- 
riage at the end. History will fit you to 
act your part in life, giving you a por- 
tion of that faith in truth which alone 
can lead to wisdom. Novels, on the con- 
trary, impart delusion — that inward im- 
perceptible faith in falsehood which is 
sure to work itself out, by folly in con- 
duct. Whoever is imbued with a love of 
history — that is of truth, no longer has a 
passion for fiction. Thus, doubly im- 
portant do I regard the study of history — 
both adding good, and taking away evil. 

Yet it is not every historian who should 
be trusted with the minds and hearts of 
the yoimg, but only such as are careful 
to render to God what is his, as well to 
give to man the praise due to him ; such 
as have tender consciences as well as 
clear heads, and who are as careful to 
show the right and the wrong, as they 
are the true and the false.* 

We will first take the right-hand pil- 
lars, beginning with the persons under 
whose reign our own continent was dis- 
covered, and tracing down to our own 
times. 

[Here let the Teacher place the pointer on the 
name of the sovereign, all the class fixing their 
eyes upon it, and then let them repeat with his 
second utterance the following names.] 

* Gibbon is an example of a dangerous writer of 
history. Hating Christianity and despising women, 
he makes his history the disingenuous vehicle of his 
prejudices. 



AND YOUNG TEACHER'S ASSISTANT. 



31 



15th. 

Rt. hand 

pillar. 

;6th. 

Rt. hand 

pillar. 



17th. 

Rt. hand 

pillar. 

18th. 

Left-hand 

pillar. 

Rt. hand 
pillar. 



19th. 

Left-hand 
pillar. 

Rt. hand 
pillar. 



5 Ferdinand and Isabella of Spain. 

C Charles V. of Germany. 
< Elizabeth of England. 
( Henry IV. of France. 

{Gustavus Adolphus of Sweden. 
Louis XIV. of France. 
Oliver Cromwell of England. 
William III. of England. 
George Washington of America. 
President Jolin Adams of America. 
Peter the Great of Russia. 
Charles XII. of Sweden. 
Frederic the Great of Prussia. 
Catharine II. of Russia. 

{Thomas Jefferson of America. 
Bolivar of South America. 
Andrew Jackson of America. 
Napoleon Bonaparte of France.* 



Section II. 

Teacher. 1 shall now begin to accustom 
you to reckon by the Temple, historic 
time, which, as we define this phrase to 
save repetition, means time reckoned by 
centuries and parts of centuries on the 
pillars. You are first to describe the his- 



* The amount of teaching proper for one 
lesson, depends on the time allowed, and the age 
and capacity of the class. Young scholars can 
imitate words, and get distinct ideas of what 
they see. It is a great mistake to suppose that 
nothing should be taught to children but what 
they perfectly understand. Let them get pictures 
and words in their memory, while it is yet easy 
for them, and they will understand them when 
they are older. I have made some experiments 
'in pointer and oral teaching on the Temple of 
Time, with children from six to ten years old, 
and could keep up a delighted attention for ten or 
fifteen minutes; and this being often repeated, 



toiic times of the sovereigns exactly as 
they appear on the pillars. Hereafter, 
we will attend to the length of their sev- 
eral reigns, the times of the beginning, du- 
ration, aad close of each ; and observe which 
of these sovereigns were cotemporaries. 

Teacher. (Pointing.) What are these 
names ? 

[The answer should be given immediately with 
a clear voice and a careful pronunciation. To 
this, the teacher should be attentive, in his own 
teaching, vsing exactly the elementary sounds 
which belong to the words, and no other. The 
oral use of wrong elements, or omission of right 
ones, is as illiterate as bad spelling, and more de- 
grades a person, whose business it is to know bet- 
ter. To give an example : for a teacher to say 
Isabel-le, or Isabellar, is as illiterate as to spell 
in that way in writing, and more undignified. 
Therefore, let the teacher carefully prepare him- 
self in the pronunciation of these words, and 
having given them to his class in a distinct, clear, 
and not hurried manner, his pupils will imitate 
him and be correct, unless they have previously 
acquired wrong pronunciations or bad habits ; for 
which the teacher must watch. His examinations 
will test his excellence as a teacher in this im- 
portant particular.] 

Class. Ferdinand and Isabella of Spain. 



makes an indelible impression on their minds. 
The inner temple will be there forever, and the 
man will know how to use it, if the child does 
not. Suppose all the children of our common 
schools were to make this acquisition, which ten 
minutes' good teaching each day would give them, 
would not the addition of this new piece of 
furniture to the common mind, exalt the na- 
tional intellect? Would not this beginning and 
foundation of the science of history be likely to 
lead these children, when they become men, to 
that political wisdom, v/hich Heaven knows we 
need ? For we, as a nation, have a great respon- 
B bility upon us, and causes of anarchy exist. 



32 



GUIDE TO THE TEMPLE OF TIME 



Teacher. What is the historic time of 
Ferdinand and Isabella? 

Class. The historic time of Ferdinand 
and Isabella, is near the close of the 15 th 
century. 

Teacher. What is this name ? 

Class. Charles V. of Germany. 

Teacher. What is the historic time of 
Charles V. of Germany ? 

Class. The historic time of Charles V. 
of Germany, is the early part of the 16th 
century. 

Teacher. What sovereign's name is this ? 

Class. Elizabeth of England. 

Teacher. What is the historic time of 
Elizabeth of England ? 

Class. The historic time of Elizabeth of 
England, is the latter part of the 16th 
century. 

Teacher. Whose name is this ? 

Class. Henry IV. of France. 

Teacher. What is the historic time of 
Henry IV. of France ? 

Class. The historic time of Henry IV. 
of France, is near the close of the 16th 
century. 

Teacher. What is this name ? 

Class. Gustavus Adolphus of Sweden. 

Teacher. What is the historic time of 
Gustavus Adolphus of Sweden ? 

Class. The historic time of Gustavus 
Adolphus of Sweden, is the earlier part 
of the 17th century. 

Teacher. What name is this ? 

Class. Louis XIV. of France. 

Teacher. What is the historic time of 
Louis XIV. of France ? 

Class. The historic time of Louis XIV. 



of France, is the middle of the 17th cen- 
tury. 

Teacher. What name is this ? 

Class. Cromwell of England. 

Teacher. What is the historic time of 
Cromwell of England ? 

Class. The historic time of Cromwell 
of England, is a little past the middle of 
the 17th century. 

Teacher. This name is that of Philip, 
the most renowned of the Indian chiefs 
of New England. Repeat after me. King 
Phihp of New England. (Class repeat.) 
Now tell me what is the historic time of 
King Philip of New England ? 

Class. The historic time of King Philip 
of New England, is a quarter of a century 
before the close of the l7th. 

Teacher. I might better have given that 
question to an individual, as the class 
could hardly be expected to speak togeth- 
er. A few answer, three-quarters from 
the beginning of the century, while most 
of the class say, a quarter before the close. 
However, you perceive the sense is exactly 
the same, and both are right. 

Teacher. What is this name ? 

Class. William III. of England. 

Teacher. What is the historic time of 
William III. of England ? 

Class. The historic time of William III. 
of England, is near the close of the l7th 
century. 

Teacher. What sovereign's name is this ? 

Class. Peter the Great of Russia. 

Teacher. What is the historic time of 
Peter the Great of Russia ? 

Class. The historic time of Peter the 



AND YOUNG TEACHER'S ASSISTANT. 



33 



Great of Russia, is at the beginning of the 
18th century. 

Teacher. Peter the Great began his 
reign in the lYth century. You see by 
the numbers set beneath his name, that 
he reigned from 1682, eighteen years be- 
fore the close of the 17 th century, to 
1725; that is during the iirst quarter of 
the 18th century. But as he was a boy 
when he succeeded to the throne, and his 
greatest acts were performed in the be- 
ginning of the 18th centmy, his name is 
there ph^ced. You perceive that there is 
some difficulty about arranging these 
names of the greatest sovereigns. Only 
one-can be set in a place; and these pil- 
lars must not be at all crowded. That 
would confuse the memory, and destroy 
the utility of the plan. The place was 
wanted at the close of the l7th century, 
for William III. of England, and that is a 
second reason why the Czar Peter, the 
founder of Russian greatness, is placed 
at the beginning of the eighteenth cen- 
tury, rather than at the close of the 
seventeenth. 

Teacher. 'What name is this? 

Class. Charles XII. of Sweden. 

Teacher. What is the historic time of 
Charles XII. of Sweden ? 

Class. The historic time of Charles XII. 
of Sweden, is the early part of the 18th 
century. 

Teacher. What is this name ? 

Class. Frederic the Great of Prussia. 

Teacher. What is the historic time of 
Frederic the Great of Prussia ? 

Class. The historic time of Frederic the 
5 



Great of Prussia, is at the middle of the 
18 th century. 

Teacher. What sovereign's name is this ? 

Class. Catharine II. of Russia. 

Teacher. What is the historic time of 
Catharine II. of Russia ? 

Class. The historic time of Catharine 
II. of Russia, is the latter part of the 18th 
century. 

Teacher. What is this name ? 

Class. George Washington of Amer- 
ica. 

Teacher. Wliat is the historic time of 
George Washington of America ? 

Class. The historic time of George 
Washington of America, is the latter part 
of the 18 th century. 

Teacher. What name is this? 

Class. President John Adams of America. 

Teacher. What is the historic time of 
Pj esident John Adams of America ? 

Class. The historic time of President 
John Adams of America, is at the close of 
the 18th century. 

Teacher. What is this name ? 

Class. President Jefferson of Amenca. 

Teacher. What is the historic time of 
President Jefferson of America ? 

Class. The historic time of President 
Jefferson of America, is at the beginning 
of the 19th century. 

Teacher. What name is this? 

Class. Napoleon of France. 

Teacher. What is the historic time of 
Napoleon of France ? 

Class. The historic time of Napoleon of 
France, is near the beginning of the 19th 
century. 



34 



GUIDE TO THE TEMPLE OF TIME 



Teacher. What is this name ? 

<2lass. Bolivar of South America. 

Teacher. What is the historic time of 
Bohvar of South America ? 

Class. The historic time of Bolivar of 
South America, is in the early part of the 
19th century. 

Teacher. What name is this ? 

Class. President Jackson of America. 

Teacher. What is the historic time of 
President Jackson of America ? 

Class. The historic time of President 
Jackson of the Republic of America, is in 
the earlier part of the 19 th century. 



Section III. 

EXERCISES ON THE TEMPLE OF TIME. 

What nations have passed over the his- 
toric scene, from the discovery of America 
to the present day ? 

[The floor-work of the Temple represents the 
historic scene of the world so far as nations and 
their sovereigns are concerned.] 

Which of these are Christian nations ? 
Which Mahometan ? Which Pagan ? 
Which were formed from the Western 
Roman Empire? Which from the North- 
ern Hive ? Which was the one European 
nation formed from the Eastern Roman 
Empire ? Which are the Mahometan na- 
tions of Africa ? What are the two right- 
hand nations ? Do these extend far back 
in the Temple of Time? Did they be- 
long to the Roman Empire ? 

[It is presupposed that this ^study succeeds pri- 
mary geography.] 



SOVEREIGNS OF ENGLAND SINCE 1492* 

From Henry VIL, — (he was king of 
England when America was discovered,) 
learn the succession of kings to the pres- 
ent day. Which of these sovereigns be- 
long to the 16th century ? Which to the 
17th? Which to the 18th? and which 
to the 19th? 

What names in this succession of sov- 
ereigns do you find on the pillars, and in 
which century do you find their historic 
times ? 



SOVEREIGNS OF FRANCE SINCE 1492. 

Learn in the same manner, by centuries, 
the succession of the kings of France, from 
Louis XL (He was king of France when 
America was discovered.) Which of these 
sovereigns belong to the 16th century? 
Which to the 1 7th ? Which to the 1 8th ? 
and which to the 19th ? 

What names in this succession do you 
find on the pillars, and what are their 
historic times ? Napoleon founded an Em- 
pire, — observe what nations it passed over. 
These nations were for a short time more 
or less under his control. The nation of 
his empire, set down farthest to the left, 
is Portugal. The South American states 
were not parts of Napoleon's Empire. 



SOVEREIGNS OF SPAIN SINCE 1492. 

Learn in the same manner, by centuries, 
the sovereigns of Spain, from Ferdinand 
and Isabella, to the present day. Which 



AND YOUNG TEACHER'S ASSISTANT. 



35 



of these sovereigns belong to the 16th 
century? Which to the 17th? Which 
to the 18th? and which to the 19th? 

What names of Spanish sovereigns do 
you find on the pillars, and what are their 
historic times ? 



EMPERORS OF GERMANY SINCE 1492. 

Learn the Emperors of Germany from 
Maximilian L, to the time of the dissolu- 
tion of the German Empire into inde- 
pendent states, of which Austria and 
Prussia were the largest. Charles V. 
ruled an empiie larger than Germany. 
What other nations did it extend over ? 

What name do you find upon the pil- 
lars,, and what is his historic time ? 

What sovereigns are set down in Aus- 
tria and Prussia, and in what historic 
time? 



POPES OF ITALY, OR THE POPEDOM 
SINCE 1492. 

Learn who have been some of the most 
distinguished of the popes since Alexander 
VI., to the present day. 

[The full succession of popes is not put upon 
the Temple, but only a few among those who 
were most distinguished. You find the name 
Ganganelli placed under Clement XIV., and a 
circle drawn around the two names. Both belong 
to the same person, and the circle shows that he 
was particularly distinguished. Ganganelli was 
his nkme before he was made pope, and Clement 
XIV., the name by which he chose to be called 
afterwards. The popes upon their election, al- 
ways dropped their former name, and chose one 
by which as pope, they were thereafter called. 



Thus, HiLDEBRAND On the llth pillar, is the name 
of the person who established the mighty power 
of the popedom. He was made pope, and took 
the name of Gregory VII. But his power was 
mostly established before he was pope.] 



SOVEREIGNS OF RUSSIA SINCE 1492. 

Learn the succession of the sovereigns 
of Russia, from Ivan, who was cotempo- 
rary with Ferdinand and Isabella, to the 
present day. Which of them belong to 
the 16th century? Which to the Ili\\'1 
Which to the 18th? and which to the 
19th? 

What names in this succession of sov- 
ereigns do you find on the pillars, and in 
which century do you find their historic 
times ? 



SOVEREIGNS OF SWEDEN SINCE 1492. 

In the same manner learn the succes- 
sion of the sovereigns of Sweden, from 
Sten Sture, who was king of Sweden 
when America was discovered, to the 
present day. Which of these sovereigns 
belong to the 16th century ? Which to 
the iVth ? Which to the 18th ? and which 
to the 19th? 

What name in this succession of sov- 
ereigns do you find on the pillars, and in 
which century do you find his historic 
time? 



PRESIDENTS OF THE UNITED STATES OF 
AMERICA. 

Learn the Presidents of the United 
States, from Washington, 1789, to the 



38 



GUIDE TO THE TEMPLE OF TIME 



present day. Which were in the 18th 
century ? Which in the 19 th ? 

Which four of these names do you find 
on the pillars, and what is the historic 
time of each ? 

Having studied these rulers ethnogra- 
pMcally, now study them chronographi- 
cally, or by centuries. They are those of 
our own country, and of those nations of 
Europe whose history is most interesting to 
us, and which have been at the same time 
first-rate powers. First tell what sov- 
ereigns of the countiies named, that is. 
Great Britain, France, &c., were colempo- 
rary with Ferdinand and Isabella, and 
who of course reigned at the time of the 
discovery of America by Columbus. Here 
is his name, which it is proper should be 
the first, which I show you upon the roof. 
Alexander VI. was pope at this time ; 
and John II. of Portugal, whose lame is 
on the fifteenth pillar, was the i-.ost dis- 
tinguished sovereign which Portugal has 
ever had. He was a great patron of dis- 
coverers, and under his reign De Gama 
[here is his name also upon the roof) dis- 
covered and sailed around the Cape of 
Good Hope, passing to India for the first 
time in that direction. Cabral* sailing 
under the flag of John 11. , discovered 



* Cabral is not on our record of the names of 
famous discoverers, because there was not room 
witliout leaving off others more important. I re- 
commend to the pupils to put down with a pencil, on 
the Temple of Time, those names which they be- 
come interested in, and consider worthy to bo 
remembered, or to have the blank lines of a Tem- 
ple, and fill them up as they read. 



Brazil, by which means, this country was 
afterwards a colony of Portugal ; and 
when the power of the royal family of 
that country was nearly extinguished by 
Napoleon, they crossed the Atlantic, and 
established themselves as sovereigns of 
Brazil. Who was king: of Portuaral at the 
time of the discovery of America ? 

Fifteenth century. What great 'event 
of American history is recorded on the 
pillar of this century ? 

Sixteenth. What European sovereigns 
are on the pillar for this century ? What 
events of American history are placed on 
this left-hand pillar of the 16th century? 

Seventeenth. What sovereigns of Europe 
are on the pillar for this century ? Give 
the events on the American pillar for the 
l7th century. What is the historic time 
of Philip, an Indian king of New Eng- 
land ? 

Eighteenth. What European sovereigns 
are on the pillar for this century ? Give 
the American events on the left-hand 
pillar for the 18th century. 

Nineteenth. What distinguished sov- 
ereign of Europe is on the pillar for this 
century ? Who are on the American pil- 
lar for the 19th century ? 



CHAPTER V. 

THE MANNER OF CONNECTING DATES WITH 
THE TEMPLE OF TIME. 

Teacher. We have thus far proceeded 
without taking cognizance of dates in 
figures. I am now going to show you 



AND YOUNG TEACHER'S ASSISTANT. 



37 



how, having learned the Temple of Time, 
you are to use dates in connection with 
it. You will find this a pleasant exercise. 
Hereafter dates will be read by you in 
books, not only with profit, but with 
pleasure. They will call to your mind 
the idea of this Temple, and you will 
mentally put the date which you read on 
its own pillar, and almost smile, as the 
whole Temple will rise before the eye of 
your mind. It will then appear much 
more beautiful than it does now. If this 
picture were reflected in a mirror, the 
lines and colors would be softened ; but 
let it be reproduced in the mind's mirror, 
and the image will be still more mellowed. 

The beauty of the design will excite the 
lively imagination to go still farther, and 
to decorate the Temple with the images of 
the men and women whose names it 
bears ; and you will fancy them living in 
their several centuries. The edifice will 
grow more and more vast. The pillars 
will seem to recede farther and farther, 
until they are lost in the last faint outline 
of dim antiquity. On this beautiful men- 
tal picture, as your mind's eye rests, the 
feeling of gratified taste will arise, as well 
as of satisfaction, that what was once so 
difficult, has thus become so easy and 
pleasant ; and taste, a delightful element 
in any character, will thus be improved. 
Some day we hope to see this design ex- 
ecuted in a veiy large and fine engraving. 

How many years do each of these pillars 
represent ? 

Class. Each of those pillars represents 
a hundred years. 



Teacher. This [pointing to the bottom of 
the pillar) first century after Christ — 
what is its first year ? 

Class. Its first year is the year 1. 

Teacher. {Pointing to the top of the 
pillar.) What is its last year ? 

Class. Its last year is the year 100. 

Teacher. What is the first year of this 
second century after Christ? 

Class. Its first year is 101. 

Teacher. What is its last year? 

Class. Its last year is 200. 

Teacher. What number or date will ex- 
press the middle of the second century ; 
that is, what year do you call it? Master 
Theodore M. . 

Master M. I call the middle of the 
second century the year 150. 

Teacher. What century is the year 
150 in? 

Class. The year 150 is in the second 
century. 

Teaclier. I am thus particular, because 
I want you to be clear on two points ; 
the first of which causes confusion in 
young minds, and the other sometimes 
in older ones. The first of these points 
is, that the hundred used in a date, 
is one behind the century to which it be- 
longs. 100 -}- 50, is a date belonging to 
the second century, or century number 
2. 200 -\- 20, is a date belonging to cen- 
tury iSTo. 3. 500 -f 30, is a date belong- 
ing to century No. 6. 1400 -f 92, is 
a date belonging to century No. 15. So 
1776 is a date belonging to the 18th; 
and 1848, a date belonging to the 19th 
century. Now, this is the first point 



38 



GUIDE TO THE TEMPLE OF TIME. 



mentioned, and I think you see it clearly ; 
but I will give you some further questions 
as tests, which will also be useful in 
another way. 

The teacher here gives successively the 
questions to what century belongs the 
date 395? 622? 800? 1100? 1492? 
1559? 1610? 1648? 1713? 1748? 
1776? 1804? and 1815? 

Teacher. These are the dates of epochs 
into which we divide middle and modern 
history. Make it a part of your next les- 
sons to learn the events connected with 
these dates, as set on the left-hand mar- 
gin of the Temple, and be prepared to 

point out their historic times. But there 

were two of these dates upon which the 
class were divided in opinion, viz., 800 and 
1100. Most of the class said, that 800 
belonged to the 9th century, and 1100 to 
the 12 th ; and this leads me to the second 
point, on which many persons have had 
confused ideas of dates. Remember that 
the last year of every century (an even 
hundred) is in one respect an exception to 
all the others, as it contains the same 
number of hundreds as there are units in 
the name of the century. As we have 
seen, 100 is the last year of the 1st cen- 
tury, or century number 1. For if we 
suppose that one stone was laid at the 
foundation of the first pillar at the end of 
the first year, another laid on that at the 
end of the second, and so on ; when 
ninty-nine were laid, the pillar would still 
want another — that is, the hundredth to 
complete it ; and so of the second and 
third pillar, and all the rest. Now let 



me ask you again, to what century does 
the year 800 belong ? 

Class. The year 800 belongs to the 
8th century. 

Teacher. To what century does the year 
1100 belong? 

Class. The year 1100 belongs to the 
11th century. 

Teacher. In what respect is the date 
800 different from any other date in the 
8th century ? Miss S. 

Miss S. The date 800 is different from 
any other date in the 8th century, because 
it is the only one in that century which ex- 
presses the same number of hundreds as 
there are units in the number of the cen- 
tury. 

Teacher. How will the other dates in the 
"8th century differ from this number? Mas- 
ter Henry L. 

Master L. They will begin with 701, 
and go on to 799, all beginning with a 7 ; 
but the last begins with an 8, which is the 
number of the century. 

Teacher. When you come to recitation 
to-morrow, be prepared to apply the 
dates, following the names of the sov- 
ereigns on the pillars, to express the his- 
toric time, during which the reign of each 
continued. On the left-hand pillars ob- 
serve the time of the presidents. 

Ferdinand of Spain, reigning from 1479 
to 1516, reigned 21 years in the 15th 
century, and 16 years in the 16 th — that 
is, he reigned during the latter part of 
the 15th and the beginning of the 16th 
century. Isabella reigned during 21" 
years of the 15th, and four of the 



AND YOUNG TEACHER'S ASSISTANT. 



39 



16th — that is, 12 years less time than 
her husband. Speaking of Isabella in 
historic style, we should say, unless there 
was special reason to the contrary, that 
she reigned during the latter part of the 
15th century, neglecting the few years of 
her reign, which actually occurred during 
the 16th. 

You will be able now to proceed with 
the remaining exercise, without further in- 
struction. The pupils having gone thus 
far in studying the Temple, it will be 
proper now to give them every day some 
portion of the biography of the great sov- 
ereigns. (See page 99.) 

A part of the exercises of our succeed- 
ing recitations, will have for an object, 
that each one of the class shall learn to 
give a synopsis of what has been ac- 
quired. Each scholar must be able to 
take the pointer and make a full explana- 
tion of the Temple of Time, so far as our 
instructions have gone, and that without 
being questioned. If I should only teach 
you, so as to understand this Temple, and 
be able to answer my questions, I should 
think that I had taught, and you had 
learned very imperfectly. I should have 
neglected to give you a command of your 
subject, and the proper connectives in 
language, by which to express what you 
have learned ; and I should have failed 
also, to cultivate those powers of your 
minds which lead to vigor and compre- 
hensiveness of intellect. To be able to ana- 
lyze your author, and reconstruct on your 
own 'plan, is necessary as a preparation 
for our public examination ; when I shall 



expect each scholar to be able, either to 
answer questions, or to give a connected 
synopsis. 

I would recommend you to write your 
analysis in the first place, and then to re- 
cite as nearly as you can recollect, your 
own composition. Having done this, you 
will take the place which I now occupy 
near the painted Temple, and you will be 
expected to use the pointer for every 
explanation where it is needed. Treat in 
the way of analysis and synopsis, these 
following general topics. 

I. The definition and use of the whole 
Temple. 

II. The description and use of its sepa- 
rate parts. 

III. An account of the nations, as far 
as has been explained, pointing them out 
on the floor-work, remembering to make 
such classifications as the subject admits. 
That is the way to acquire a philosophical 
memory. Thus distinguish the nations 
now existing, — as Christian, Mahometan, 
and Pagan ; then again distinguish those 
European Christian nations which were 
formed from the Western Roman Empire, 
from those which were formed from the 
Northern Hive, and never belonged to 
Rome. Then mention the American na- 
tions. None of these, except our own, 
have as yet entered much into general 
history, 

IV. Point out the name and time of 
each individual sovereign on the Temple, 
from the time of the discovery of Amer- 
ica, and let your synopsis show the com- 
parative length of their reigns. This you 



40 



GUIDE TO THE TEMPLE OF TIME 



can easily do by writing them down on a 
slate or blackboard, and then after com- 
paring, make a new list, setting down 
first the one who reigned longest, and so 
on, until you have compared them all. 
I believe you will find Louis XIV. at the 
head of this list, as he succeedeS to the 
throne when a child, and feigned until he 
was an old man. Then there is another 
piece of information which you can get, 
and add to your synopsis by making your 
own comparison ; and that is, what sov- 
ereigns set on the pillars were cotempo- 
raries. Then if you have attended to the 
biography of these sovereigns, you would 
each be able to make an interesting lec- 
ture, whenever it was called for, upon any 
one of the sovereigns on the pillars. 

V. The succession of sovereigns as they 
are placed upon the floor-work, — men- 
tioning which in every nation had been 
thought of sufficient greatness and pow- 
er, to obtain a place on the pillars, — 
those records not only of Time but of 
Fame. 

The above would be a good order for 
the examination of pupils thus far ad- 
vanced. 

We have now studied every part of the 
Temple which displays that portion of 
history here denominated modern, except 
the roof. We shall not commence the 
study of that part of the Temple, until 
we have looked over the history of na- 
tions, as to their beginning, duration, and 
decline, and learned the names and his- 
toiic times of those mighty ones of the 
- earth, which are placed on the pictured 



centuries, and who have each in turn 
swayed " the rod of empire." 

It is my intention now, to piit into your 
hands as a reading-book, a Universal His- 
tory, which divides the subject into an- 
cient, middle, and modern. You will com- 
mence with the third part, or that which 
treats of modern history, beginning at the 
discovery of America. 

The more good objects we can effect by 
one course of action, the more we shall be 
like Providence. You are to read some- 
thing aloud every day for your impiove- 
ment in the art of reading. You are now 
all interested in history. If you all have 
the same book and give attention to the 
same lesson, you will in your hour for 
reading, acquire much knowledge of his- 
tory, and at the same time, be learning to 
read : and you will acquire a better, more 
significant, and more natural style, if you 
read for the matter, than if you merely 
read for the manner. 

Suppose a child never to walk, except 
when under the drill of the master, who 
attends to teach him the most elegant 
manner of locomotion. What a piece of 
affectation would he become ! Let him 
walk to perform useful services, and then 
correct his manner when you perceive it 
faulty. So with reading. Read, that the 
matter may do good, or give pleasure to 
yourself or others, and your manner must 
of course become natural and intelligible. 
l^ime is all that is given us, wherewith to 
do the work of improvement, and to make the 
mind, by skilful training, grow with a rapid, 
and at the same time a healthy expansion. 



AND YOUNG TEACHER'S ASSISTANT. 



41 



I shall now, also, begin to connect your 
studies of time, with those of. space. 
Heretofore I have not mingled the two. 
You came to me with maps, the measure 
of space, already formed more or less per- 
fectly in your minds ; but the measure of 
time was not there, and that must be 
formed within, a distinct piece of mental 
furniture. A man making observations 
on climate, looks at his thermometer to 
observe the degree of heat, but he must 
look at his clock to get the hour of the 
day. Both the hour and the degree 
must enter into his calculation, but he 
cannot get both from the same instru- 
ment. So time and place, both belong to 
history, but must be learned from sepa- 
rate inventions. Therefore, I did not 
choose to refer you to maps, until you 
had learned accurately the new measurer 
of time. Now, we must use them together. 



To Teachers. — Having begun with 
questions at the bottom of the page, and 
then interspersed them in the chapters, I 
am now about to try the experiment of 
treating the understanding of the teacher 
with the respect to leave him to his own 
way of questioning* and drawing forth 
from his pupils, the information which I 



* I propose this as an experiment. Let teach- 
ers try their scholars, and if they are not satisfied 
without questions, I will, on application, hereafter 
furnish tliem. Although my opinions are the re- 
sult of long experience, yet I do not expect to force 
them upon others. 

b 



shall endeavor to make plain to their un- 
derstandings. As a teacher, 1 never used 
another's questions, but always my own ; 
and it was with reluctance that I complied 
with the solicitations of my publishers and 
the requirements of many teachers, to add 
questions to my school-books. Yet those 
which I have given in my abridged Amer- 
ican History and Universal, I think are so 
made, as to improve inexperienced teach- 
ers, and guard the text against miscon- 
struction. 

The simple rule for the instructor to 
give his pupils is— Read your lesson with 
attention, and consider the subject matter 
in order to understand it as indicated by 
your author. To spend your time in 
searching for words in which you are to 
answer questions, is not at all advancing 
your real knowledge of the subject. Pos 
sess your subject thoroughly. 



CHAPTER VL 

UNIVERSAL HISTORY. 

Fart I. 

ANCIENT HISTORY. 

I SHALL now, as you are more advanced 
in your study, and better understand my 
views concerning your improvement, read 
you a short lecture, — then leave it with 
you in writing, — and at the close, indicate 



42 



UNIVERSAL HISTORY. 



[Part I. 



the general topics which you are to study 
from it. 

We assume the principle, that it is the 
part of wisdom for us to attend, in scien- 
tific as well as in other matters, to that 
which most concerns ourselves. In ancient 
history, we, as a Christian people, are far 
m,ore concerned with the history of the He- 
brews or Israelites, than with that of any 
other nation. 

We verily believe that Christianity is 
true. One of the greatest men whom I 
Lave ever known, was, on this subject, for 
a time doubtful and wavering. But at 
length he said, he had settled into a full 
belief of Christianity, and " what decided 
me," said he, " was, finding that just in 
proportion as my mind inclined to Chris- 
tianity, I became a better man." Who- 
ever will reason in the same way, either 
with regard to himself, to other indi* 
viduiils, or to nations, will have the inter- 
nal evidence, that Jesus Christ was " a 
Teacher sent from God," and that 
therefore, his mission is divine truth. 
This admitted, immense results follow. 
Man no longer regards this world as his 
final home, but merely as an inn, where 
he sojourns — a, place of probation, where, 
by trials and obedience, he may become 
fitted for a happy eternity. 

This hope of heaven once estabhshed, 
it becomes to the believer as the rain- 
bow of promise, brightening the storm- 
clouds of life ; and every thing connected 
with it is thenceforward invested in his 
mind with a sacred interest. The visible 
church which Christ left on earth, to 



teach and exemplify his religion, though 
often dishonoring his precepts, is an ob- 
ject of the greatest regard ; and all the 
nations 'which contain portions of this visi- 
ble church, are, as you have already seen, 
made the objects of our special notice. 
Then, too, as we look bach through tlie 
vista of time, whatever concerns the Author 
of our hopes, has a magnified interest in 
our eyes. Of what country, we naturally 
inquire, was his human parentage ? His 
coming, which must have been foreknown 
in the counsels of heaven — was it foretold 
by prophets ? — was it foreshadowed by 
religious rites ? 

The human parentage of the Messiah 
was of the -nation of the Hebrews, of 
which Abraham was (about 1920) the 
founder. In this nation was worshipped 
the one living, true, and righteous God, 
while other ancient nations, as Greece and 
Rome, although more advanced in arts 
and learning, adored a host of gods and 
goddesses, called by various names, as 
Jupiter, Juno, Venus, &c., to many of 
whom they ascribed acts of the most re- 
volting licentiousness, cruelty, and vice. 
A succession of Jewish prophets foretold 
the coming of A great deliverer ; and 
finally the rites and ceremonies with which, 
according to the scriptures of the Old 
Testament, the Hebrews were directed to 
worship Jehovah, foreshadowed that sac- 
rifce, which on the cross of Calvary, the 
" Lamb of God" made for the sins of the 
world. 

It is also from the sacred writings of 
the Old Testament, that we derive all our 



Part I.] 



ANCIENT HISTORY. 



43 



information of very ancient history. It is 
this nation, therefore, which Christian his- 
torians must regard as the most inter- 
esting of all ancient people. This you 
must understand, before you can see tlie 
reason for the selections of the several 
epochs, by which we divide ancient his- 
tory from the Creation to the Birth of 
Christ. 

The arrangement which we follow, sep- 
arates ancient history, by seven epochs, into 

SIX PERIODS. 

These epochs are : — 

1st. The Creation of the World, . . . 4004 
2d. The Calling of Abraham, . . .1921 

3d. The Institution of the Passover, . 1491 

4th. The Death of Solomon, .... 980 

5th. The Founding of Rome, .... 752 

6th. The Death of Alexander the Great, 323 
7th. The Birth of Christ. 

In our next lesson, show upon the pillars 
the historic time of each epoch. Of these 
seven epochs, all hut two, viz., the 5th and 
6th, have references, to our religion, and 
are connected with scripture history. 

First Epoch. — The Creation of the world. 
The record of Moses, simple and sublime, 
" In the beginning God created the heavens 
and the earth," not only commands the 
behef of Christians, as an article of faith, 
but it is, at the same time, the most rea- 
sonable supposition which can be made 
concerning the origin of things. For if 
we should set aside the scriptures, and 
say that the race of man might as well 
be supposed to exist from eternity, as that 
God should be uncreated and eternal, the 
supposition would not solve our difficul- 
ties ; for neither men nor angels, nor 



aught but the mighty God, could make 
suns and planets, and send them forth 
into the immensity of space, theie to re- 
volve in perfect and harmonious order. 
Neither could man create light, that won- 
der of nature, whose rays, coming from the 
distant sun, enter an innumerable multi- 
tude of eyes, and there painting the many- 
colored images of things, leave, on the 
mind, or spirit, undying pictures. The 
same Being who made the light, must 
have made the lenses of the eye, to which 
alone light is adapted. He also made the 
invisible and still more wonderful mind, 
without which, light and eye, would both 
be nugatory. It is then, with reason as 
well as with faith, that we come to the 
conclusion, that the record of Moses is 

TRUE ; THAT THE UNIVERSE HAD A BEGtN- 
NING, AND THAT GoD CREATED IT.* 



* This paragraph contains the substance of 
the great argument from design, for the being 
and attributes of God. It may thus be learned 
by some, who, perhaps, would not study Natural 
Theology. 

A question occurs, how shall passages be studied 
and recited by the young, which from the nature 
of the subject, are somewhat poetical? Poetry, 
it is acknowledged, consists in the choice and ar- 
rangement of words, as much as in the thought ; 
and no one thinks of divorcing the poet's concep- 
tions from his language. Should not prose writers 
in some cases be treated with similar indulgence? 
Where any passages occur which deserve it, 
scholars generally have a feeling, which points 
them out. As a teacher, I regard it a mark of 
good taste in intelligent pupils, when the words as 
well as the ideas, of well-selected passages, re- 
main in their minds; and I believe that their 
own style is improved by committing them to 
memory. 



44 



UNIVERSAL HISTORY. 



[Part I. 



Second Epoch. — The calling of Ahraham, 
marks the time of the founding of the Jew- 
ish nation. This patriarch was specially 
called by God, to go from Haran to 
Canaan, and become the founder of a na- 
tion, where God's name and worship should 
be kept. 

Third Epoch. — The institution of the 
Passover. This was the most significant 
of all the types of the Jewish rehgion 
which foreshadowed the coming of the 
Saviour, and it also marks an important 
step in the Jewish history. The paschal 
lamb, the type of Christ, was first killed, 
when God, by the hand of Moses, de- 
hvered the Hebrews ; — they having been 
oppressed in Egypt from the time of 
Joseph (1*700) to the time of Moses, about 
1500. (Tell their historic times, and the 
number of centuries which the Hebrews 
sojourned in Egypt.) 

Fourth Epoch. — The Death of Solo- 
mon. This is a most important epoch in 
Jewidh history, because the life of Solo- 
mon (of course, just preceding) is the 
period of the greatest splendor and power 
of the kingdom of Israel ; and his death 
inarks the division of that kingdom into 
two parts — one of which was the Ten 
Tribes, sailed the kingdom of Israel, and 
the otlier the two tribes of Judah and 
Benjamin, together called the kingdom 
of Judah. 

Fifth Epoch. — The Founding of Rome 
The foundation of the city of Rome, was 
the beginning of the Great Empire of Em- 
pires. You must look carefully at its 
historic time. This and the next, are the 

N 



two epochs which do not refer to the 
Scripture history. 

Sixth Epoch. — The Death of Alexan- 
der. The last epoch before the birth of 
Christ, is the death of Alexander the 
Great. That this was a great epoch among 
the nations, you can see with a glance at 
either of the Chronographers. Look at 
the Chart, (the Chart you know by the 
definition, is a chronographer as well as 
the Temple ;) and you will observe, that 
Alexander was from Macedonia, a nation be- 
fore this period not of great importance. 
His empire passed over all the nations 
which belonged to a former empire, — that 
of Cyrus of Persia, — and included besides, 
India to the Ganges, and all Greece ; thus 
taking in a large part of Europe, a por- 
tion of Africa, and all the countries of 
Asia, of which any thing was at that time 
known in history. 

Seventh Epoch. — Birth of Christ. — The 
Christian Era. As has been already re- 
marked, this event is, by the common con- 
sent of Christian nations, regarded as the 
grand epoch, or era of all time — and 
from this point it is now reckoned back- 
wards as well as forwards. It was not 
until several centuries* after Christ, that 
the time of his birth was used as the era 
of Christian nations. Of course the reck- 
oning of time backwards from this date. 



* The reckoning from the vulgar Christian era, 
was begun in the 6th century, but not much used 
yntil it received the sanction of Beds, in the 8th 
century. It has since been supposed that it 
should have been set back four years. 



Part I.] 



ANCIENT HISTORY. 



or any other, was an invention of after 
times ; for while time is passing, it is al- 
ways reckoned from some preceding point. 
Every person reckons the events of his 
life from his birth. He could not reckon 
them from the time of his death, because 
he does not know when that will occur. 
But after his death another person might 
begin at that event, and, as in ancient his- 
tory, reckon backwards. How awkward 
it is, to calculate time in this manner, may 
be seen by making the supposition, that 
a certain person, called Samuel, died the 
day before our Saviour's birth, at the 
exact age of one hundred. Suppose that 
his mother had died when Samuel was 
10 years old, his father when he was 20, 
that he married at 30, was made a ruler 
at 60, became blind at 90, and finally, 
died at a hundred. Samuel then, as we 
now reckon chronology, would have been 
born in the year 100, lost his mother in 
90, his father in 80, married in 70, be- 
come a ruler in 40, blind in 10, — and 
finally, he would have died on the first 
day of the year 1, before Christ. The 
pillar of his life on the Temple of Time 
would of course have been that of the 1st 
century b. c. ; and if we suppose that 
this pillar was built up of one hundred 
stones, one laid at the expiration of each 
year of Samuel's life, the first would, as 
in modern history, be at the bottom, and 
the last at the top of the pillar. But 
when we assume a subsequent date, and 
reckon backwards, the first year will be 
at the top, and the last and hundredth 
year will be at the bottom. 



ft 




CHRIST 



To Illustrate the 
Subject. — Dinw on 
your blackboards, two 
pillars, the one direct- 
ly above the other. 
Write between them 
■' The Birth of Christ." 
These represent two 
centuries— the lower, 
that before, and the up- 
per.thato/<er(_'hrist. Di- 
vide into tens of years, ____„ jT-p; 
and number them. Now "''■'"'•■"- 
apply the supposed 
datesof ^~amuel's life to 
each. Suppose him born 
the same day as our Sa- 
viour, and his age would 
always agree with the 
date from the t hnstian 
Era; but if 100 years 
B. c, then the reverse ; 
as explained 'n the 
preceding paragraph. 

It may be asked, why reckon in this 
unnatural manner ? Why not date from 
the creation ? Because no one knows ex- 
actly how many years have occurred since 
that great event. In the preface of the 
valuable Oxford " Chronological Tables of 
Ancient History," this uncertainty concern- 
ing the creation, is strongly expressed ; 
but accompanied by assertions calculated 
to establish the truth of Scripture his- 
tory, a'nd to defend it from the cavils 
of skeptics on account of its uncertainty 
in matters of chronology. " There are 
not," says this preface, "less than three 
hundred different dates assigned as, the 
era of the creation, varying in the ex- 
tremes, no less than three thousand years ; 
and equal uncertainty, though perhaps 
not extending to an equal number of dis- 
cordant opinions, prevails respecting other 
eras, and perplexes the chronological stu- 
dent at every step of his inquiry." "Un- 
satisfactory however as such fragments 
are, (of ancient history, not sacred,) they 
are useful as tending to illustrate, and as 
furnishing strong corroborative evidence 



46 



UNIVERSAL HISTORY. 



[Part I. 



of the truth of the Mosaic history, from 
which alone an authentic account of man's 
origin can possibly be deduced. It must 
however be recollected, that the Scrip- 
tures were written for nobler and more ex- 
alted purposes than the mere transmission 
of dates, or the gratification of antiqua- 
rian curiosity ; and hence, we must not 
be surprised if, on topics connected with 
chronology, we fail to meet with the in- 
formation we desire, and find ourselves at 
a loss to ascertain the precise time at 
which some of the most important trans- 
actions took place." 



To Pupils. — Directions for making an 
analysis and synopsis, for examination, 
public or private. — Your teachers will, per- 
haps, question you the first times you 
study these chapters. But when you are 
to prepare for a public or private exam- 
ination, you will want to make an analysis ; 
that is, you will want to consider the 
chapter in such parts as the subject indi- 
cates, and then put the substance of these 
parts together, (this is properly called 
synopsis,) so that you can in recitation 
give a connected view of the whole chap- 
ter, and that without any questions being 
asked you. A scholar who can make an 
analysis and synopsis of a chapter, can of 
course answer any fair question on the 
chapter ; and the more the people know, 
who examine you, the less they will be 
likely in public examinations to mortify 
'yoi^ng learners, who have faithfully studied 
their books, with questions, which cannot 
be answered from them. 



I will now show you a very plain meth- 
od of making an analysis and synopsis ; 
and we will begin with the last chapter, 
and that will serve as an example ; for if 
you can do this with one chapter, you 
can with another, and so on with a whole 
book ; artd then, if you can analyze one 
book, you can another. And thus, the dili- 
gent scholar will be among the books, as 
the working bee among the flowers, find- 
ing honey in every one ; while, like the 
drones, the indolent may flit around 
them, without carrying any thing valuable 
away.* 

To begin making an analysis when 
you have been only used to answering 
questions, I advise you to consider what 
questions the subject indicates, or what 
your teacher would naturally put to you, 
and then write them down. Suppose on 
this chapter that you write down as fol- 
lows. What is the subject of the 6th 



* When printed questions are always used by 
teachers and classes, the business of teaching and 
reciting may be gone through with, even more 
indolently and mechanically than memoriter re- 
citations, especially on the part of the pupil ; for 
the words of the teacher in the question, remind 
the scholar of what words he is to use in the 
answer. For example : Suppose this sentence 
occurs in a book of history. " The Greeks re- 
sorted to negotiation." Then on this phrase oc- 
curs the printed question, " To what did the 
Greeks resort?" The teacher gravely puts the 
question, and the pupil having studied his lesson, 
not to find out vvhat it means, but to search for 
words in which to answer it, as gravely replies, 
" They resorted to negotiation," when perhaps 
neither master or scholar, knows or cares con- 
cerning the meaning of the phrase. 



Part I.] 



ANCIENT HISTORY. 



47 



Chapter ? What is your author's division 
of ancient history? What epochs are 
selected ? What general remarks does 
your author make, showing the reasons 
of the selection of epochs ? How, in 
connection with the first epoch, does your 
author show the reasonableness of the 
Mosaic record of the creation ? What 
considerations show the importance of the 
event taken to distinguish the second 
epoch?— the third ?— the fourth ?— fifth 
and sixth ? Is the manner of reckoning 
before Christ natural ? What supposition 
explains it ? &c. 

When you have considered what sepa- 
rate questions can be made on the chapter, 
then you have seen into what separate parts 
it may be analyzed. What you will next 
have to do, will be to find answers to these 
questions, and so express and put these an- 
swers together, that they will of them- 
selves indicate the questions, and form a 
connected account of the chapter. This 
I advise you to do at first in writing ; and 
then recite from your own manuscript. 

Thus, expecting that your teacher, in 
your examination, will direct that some of 
the class shall give a synopsis of the 6th 
Chapter of Willard's Guide to the Tem- 
ple of Time, you will be prepared to 
begin by saying — The subject of the 6tli 
Chapter, &c., is the epochs into which 
the author divides ancient history. Per- 
haps your teacher would here interrupt 
you, to ask for the definition of epoch. 



You having given this, would go on with 
your recitation, not waiting for questions, 
and say the epochs which our author se- 
lects are, &c. 

Having given these, you go to the 
question or subject next in your mind, 
and say, " Our author in giving a reason 
why all these epochs but two, relate to 
sacred history, speaks thus of Chris- 
tianity." Here you will do well to give 
the words of the author as nearly as you 
recollect them. But carefully study their 
import, and know the meaning of every 
word. Then you will give to every ex- 
pression which you utter, its proper em- 
phasis ; and if you forget the words, you 
can then supply them by the best which 
you can recollect ; and thus you will give 
the sense, in part, if not in whole. In this 
way you may proceed as fluently as any 
lecturer. In acquiring this method, you 
may want aid from your teacher, but do 
without, if you can. 

Having for a time practised the method 
recommended — at first writing the an- 
swers, "you will, after a while, find no dif- 
ficulty in making your analysis in your 
mind, and reciting fluently any subjects 
without the trouble of writing. But it is 
useful for you to write. He who can 
read a book and understand it, and make 
both in writing and hy speech, a correct and 
elegant analysis and synopsis of its con- 
tents, holds in his hands the key of knowl- 
edge, and has learned how to use it. 



4S 



UNIVERSAL FIISTORY. 



[Part I. 



CHAPTER VIl. 

PERIODS OF ANCIENT HISTORY". 

Having- for many years taught history 
without a Temple of Time, 1 feel now the 
great advantage of being able to pursue 
a unity of subject ; not being afraid of 
getting into confusion respecting dates. 
We rah through with ancient history in 
our last lecture, to show the epochs into 
which we have divided it,' and the reasons 
of the division ; and in our course took 
up such subjects respecting individuals 
and nations, as lay in our way. Now we 
are to go back in time to show you the 
Periods, and if we keep the Chart and 
the Temple before our eyes, we shall ex- 
perience no more confusion of mind in 
history respecting time, than we do in 
geography respecting place, when after 
having learned the location of great cities 
and mountains, we arrange those of op- 
posite parts of the earth together in tables 
of population, altitude, &c. 

But before proceeding with the main 
subject, and in order to keep your eyes 
upon the Temple during a part of every 
lesson, I will teach you the names on the 
pillars of ancient history. We will be- 
gin with the most interesting of all the 
characters of ancient times — David — who 
was at once the most humiliated, and the 
most exalted of men. I do not care to 
tell you why ; for I wish to excite your 
curiosity to read. I introduce you to 
characters, and let you know their time, 
their nation, their power, and their fame. 



Having done thus much, I am quite wil- 
ling to leave you to search for yourselves 
in order to learn more. The Scriptures are 
always at hand, and the book of Univer- 
sal History which I have put into your 
hands as a rea<ding-book, has much infor- 
mation in small space. There are always 
to be found good books on history. 

Repeat the names "w^hich I pronounce, 
and add the century. You are now ac- 
customed to speaking together, and it is 
not necessary for me to utter the name the 
second time. 

Teacher. David, King of Israel. 

Clans. {Repeat.) David, I^ing of Israel, 
(they add,) 11th century before Christ. 
(This is sufficiently exact for those early 
centuries.) The Teacher proceeds in the 
same manner with the remaining names 
on the pillars of Ancient History, which 
are as follows : 



IGth century. 
9th " 
8th " 

7th " 

6th " 



5th 



4th 



3d 



2d 



Solomon, King of Israel. 

Lycurgus, Lawgiver of Sparta. 

Romulus, founder of Rome, and 
first king. 

Nebuchadnezzar, King of Babylon 
and Assyria. 

Cyrus, founder of the Persian em- 
pire. 

Xerxes, King of Persia. 
Leonidas, King of Sparta. 

Alexander the Great of Macedon. 
Seleucus, King of Syria. 

Hannibal of Carthage. 
Scipio Af , Roman Consul. 
Autiochus the Great, King of 
Syria. 

Marius, a Roman Consul 
Sylla, Dictator of Rome. 
Arsaces VI., King of Parthia. 



Part I.] 



ANCIENT HISTORY. 



49 



I Pompey of Rome. 
1st century. -| Julius Caesar of Rome. 

/ Mithridates, King of Asia Minor. 

We will now attend to the periods in 
which we divide ancient history — defining 
them to be, the times which occur between 
the epochs * 

We have seven epochs and six periods. 
The last epoch of ancient history, viz., 
the birth of Christ, is the first of middle 
history, and thus it will be used twice. 
That explains why there is one more epoch 
than PERIOD. If we take up one period, 
it will be between two epochs, — if two, they 
will be between three epochs, and so on. 

In order that your ideas may be clear 
concerning the difference of an epoch and 
a PERIOD, we will regard time as one long 
line which is to be divided by points into 
parts ; then the epochs will be the points, 
and the periods the parts or shorter lines 
into which the one long line is divided. 
A PERIOD, then, might be said to be a line 
of time between two assumed points. We 
may fancy this line of time to be of an 
elastic material, and that it is in the Tem- 
ple stretched so as to have width suf- 
ficient to cover the whole, beginning at 
the creation and coming forward to the 
present day. 



* The word Period is here used technically. 
In common signification, any quantity of time 
which we wish to distinguish, is called a period. 
Thus, such phrases as these often occur ; — this 
short period, this remarkable period, a period of 
an hour, a period of a thousand years, the period 
of such a person or such an event. 

7 



Epoch \st. 



Period I. 



Epoch 2 c/. 



The Creation. — 40th cen- 
tury B.C. (16i centuries inter- 
vene between the Creation and 
the Deluge.) 

Period of the Deluge. — 
Confusion of LAXGUAGEa. — 
Dispersion of the family op 

Noah. 

The Calling of Abraham. — 
20lh century b. c. {Let some 
pupil point out the Epochs and 
Period.) 



Period I. — You already know that the 
date of the creation, according to the 
scheme of chronology, which is on the 
whole approved by most of the learned 
Christian authors, is that of 40 centuries 
before Christ. The next event to which we 
give date, is the General Deluge, which is 
supposed to have been about the middle of 
the 24th century b. c. At the close of the 
24th is reckoned the date of the Confusion 
of Languages, soon after which the de- 
scendants of Noah divided, built cities, and 
founded kingdoms. In studying this sub- 
ject, direct your attention to the Chart.* 
Before the calling of Abraham in the 
19th century b. c, we find four ancient 
nations existing. Repeat with me their 
names •.^—Phenicia, Assyria, Egypt, Greece, 
The rich city of Tyre, founded about 2260 
B. c, was the capital of Phenicia, and 
Babylon, founded about 2200, the great- 
est city of the ancient world, was the capi- 



* The engraver of the Temple, made by mistake, 
the floor-work and pillars to disagree in time. But 
this difficulty will be obviated by learning the floor- 
work from the Chart. A Chrouographer of Ancient 
History is in progress, and will ere long be given ta 
the public. 



50 



UNIVERSAL HISTORY. 



[Part I. 



tal of Assyria. Nineveh, founded about 
2150, was another great city of the As- 
syrian Empire. 



Epoch 2d. 



Period II. 



Epoch 3d. 



The Calling of Abraham.- 
20th century b. c. 



Period of Egyptian Bond- 
age. 

TTie Passover. Moses leads 
the Israelites from. Egypt. — 
15th century b. c. 



Period II. — If we look over the Chart 
for this Period, we shall find but few 
nations passing as yet over the historic 
scene. Assyria, .Egy2'>t, Phenicia, and 
Greece, are emerging more and more into 
light ; these, with the Hebrews, are all the 
nations whose pathway we yet discover 
amidst the dimness of antiquity. Greece 
was more like our country, than any other 
nation of the ancient world. It was com- 
posed of a collection of states. They 
were, however, much smaller than the 
states of our republic. Sicyon and Argos, 
founded about 1850, are regarded as the 
first cities of Greece, Athens the second, 
after which were Sparta, Corinth, Thebes, 
and others. 

The two epochs, and the title of the 
period, viz. that of Egyptian Bondage, 
all refer us to the Hebrews. This people 
began with Abraham. The fathers and 
heads of the nation, from Abraham to 
Moses, were called Patriarchs. The most 
remarkable of these are Abraham, Isaac, 



Jacob, and Joseph. You all know the 
pathetic story of Joseph ; how being sold 
by his envious brethren into Egypt, he 
rose to be prime-minister to Pharaoh the 
king, and to sustain in time of famine all 
his father's family, not excepting those 
among them, who had sought his destruc- 
tion. At the invitation of Joseph and 
Pharaoh, Jacob and all his posterity left 
the land of Canaan, and went to Egypt. 
But after the death of Joseph, the 
Egyptians oppressed the Hebrews from 
about 1670 to 1490. 

[Let the pupil give the historic time on the pil- 
lars, of the continuance of the Egyptian bondage.] 

At the close of this period, God raised 
up Moses. The story of the beautiful 
infant which the princess of Egypt found 
amidst the reeds of the Nile, you have 
all heard ; and you kno"v^ that this babe 
was afterwards the majestic Moses, whose 
face once shone with such awful bright- 
ness and dignity, that men could not be- 
hold it unveiled. Moses led forth the 
Israelites from Egypt, through a sea 
which divided before them, the waters 
standing as a wall on either hand, ready 
to ingulf the pursuing Egyptians. While 
the Hebrews wei'e yet wanderers in 
the wilderness, God gave the Ten Com- 
mandments called the Moral Law, amidst 
the thunders of Mount Sinai. This event 
took place at the beginning of the next 
period. Just before leaving Egypt, 
Moses, at God's command, instituted 
the Passover, or feast of the Paschal 
Lamb. 



Part I.] 



ANCIENT HISTORY. 



51 



Epoch 'Sd. 



Period III. 



JEpoch Ath. 



The Passover. Moses leads 
the Hebrews or Israelites, 
^c. — 15th century b. c. 

Period or the Judges — of 

THE SPLENDOR OF THE KING- 
DOM OF Israel,— ^AND of the 
Trojan War. 



Death of Solomon.- 
century b. c. 



-10th 



Period III. — If we look on the Chart, 
we find, that during this Period, the 
Israehtes take more historic space and 
light,* than at any other time. Joshua, 
the successor of Moses, established the 
Hebrews in Palestine. From about J. 440 
to 1050, they were ruled by Judges, of 
whom the last was the prophet Samuel. 
(Point out on the Temple the centuries in 
which the Israelites were ruled by Judges.) 
To these succeeded the kings, of whom the 
first was Saul, and the second David. 
The third — Solomon, carried the kingdom 
to its greatest extent and highest splen- 
dor. He built his celebrated temple about 
ten centuries before Christ. He traded 
with Hiram, king of Tyre, and his ships 
brought fine gold from Ophir, a country 
concerning whose location the learned are 
not agreed. Solomon was the most 
wealthy and powerful sovereign of his 
time. 



* The Chart was designed to exhibit by historic 
light and shade, some idea of the comparative 
glory and degradation of nations. Ancient Troy 
is placed on the Chart, probably somewhat too 
early. 



We find in this period, that nations 
had been formed from Assyria. Of these, 
the kingdoms of Babylonia and Nineveh, 
are on the Chart. Syria is often men- 
tioned in the Scripture history. The di- 
visions of the empires, and the boundaries 
of each, are at this time exceedingly ob- 
scure. We observe on the Chart, emerg- 
ing from the darkness, the names of three 
new empires. Repeat them after me, 
Lydia, Persia, Media. The kingdoms of 
Egypt, Phenicia, and Greece, continue to 
grow and flourish during this period. 
The important city of Athens, was found- 
ed by Cecrops, about 1550. Troy, or 
Ilium, in Asia Minor, was founded by 
Teucer, about 1400. 

We now begin to find for ancient his- 
tory, other sources of information, besides 
the Scriptures, although not such as are 
fully reliable. The Greek poem, called 
the Iliad, and attributed to Homer, who 
is supposed to have flourished in the 10th 
century b. c, relates the particulars of a 
war between the Greeks and the inhab- 
itants of Ilium, or ancient Troy, of which 
Priam was then king, and Hector, his 
son, the chief warrior. The several states 
of Greece are geographically described 
in this poem, and the names of their 
leaders in the Trojan war given. Aga- 
memnon, of Mycence, was made general-in- 
chief ; and Achilles, whose mother was 
said to be a goddess, Was the hero of 
the Grecian host. The result was the 
taking of Troy by the Greeks, after a 
ten years' siege. This poem is in part 
fabulous, and no human being can cer- 



52 



UNIVERSAL HISTORY. 



[Part I. 



tainly tell what part of the narrative is 
not ; yet there is evidence from what was 
afterwards known, which makes it proba- 
ble that much of it is true, and the geo- 
graphical features of countries, we know 
were accurately delineated. 

The states of Greece before the close of 
this period, instituted a kind of Congress, 
called the Amphictyonic Council. 

Egypt during this period, was at the 
zenith of its glory under the reign of 
Sesostris. The great pyramid was built 
by Cheops, 1082 b. c. Carthage was 
founded by Dido, about 870,'with a col- 
ony from Phenicia. 

Epoch 4th. • Death of Solomon. — lOth 
century b c. 



Period IV. 



IJpoch 5 th. 



Period of the Division op 

the kingdom of israel. 

Loss OF THE Ten Tribes. — 
Laws of Lycurgus, in Sparta. 

Founding of Rome. — 8th 
century b. c. 



Period IV. — Immediately after the 
death of Solomon, his son and successor 
Rehoboam, very unwisely oppressed his 
people ; and Jeroboam, the son of Nebat, 
taking occasion thereby, " made Israel to 
sin" by leading away Ten Tribes. They, 
revolting against the grandson of David, 
only two tribes, Judah and Benjamin, 
were left under his sway ; of which the 
principal was Judah, Of this tribe was 
the royal line of David, which included 
the ancestry of the Messiah. This tribe 
being thus prominent, the kingdom which 



continued to be ruled by David's posteri- 
ty, was called the hingdom of Judah, and 
its subjects, Jews. 

In Sparta, Lycurgus instituted a code 
of laws, whose object was not to make 
men good and happy as individuals, but 
to make them warriors and patriots, and 
willing to sacrifice their own comforts, 
and even their moral virtues to the glory 
of Sparta. This state of Greece, in con- 
sequence of these laws, which remained 
in force for some centuries, rose to power, 
and became the head of the confederacy 
of Grecian states. 



Epoch 5 th. 



Period V. 



Epoch Qth. 



Founding of Rome. — Bth 
century b. c. 

Period of the Captivitt 
OF THE Jews — of the Persian 
Empire of Cyrus — and the 
wars between the Greeks 
AND Persians. 

Death of Alexander. — The 
4th century b. c. 



Period V. — The Ten Tribes during this 
period, were carried away captive by the 
kings of Assyria, and are lost fi'om his- 
tory. The kings and people of Judah were 
for their sins, delivered also to temporary 
captivity. The agent of the Almighty, 
in punishing his people, was Nebuchad- 
nezzar, a proud and wicked king, who 
conquered a large empire, including Egypt, 
Palestine, and the nations which had arisen 
from the ancient Assyrian Empire. He 
took Jerusalem, and destroyed it, with the 
beautiful temple of Solomon, and carried 



Part L] 



ANCIENT HISTORY. 



53 



the Jews away captive. The daughters 
of Zion " wept as they sat down by the 
waters of Babylon. There they hanged 
their harps upon the willows, and refused 
to sing for those who required of them 
mirth in their captivity." God heard 
their plaintive moan, and raised up a de- 
liverer for them in the person of Cyrus ; 
who, as the prophet Isaiah says, was 
made his " Shepherd," to reconduct his 
wandering sheep to their native fold. 

Cyrus overthrew the short-lived em- 
pire of Nebuchadnezzar, and founded 

(about 530 B. c.) the Persian 

SiinpiFe upon its ruins. Study from 
the Chart the nations over which it ex- 
tended. 

The Persian Empire, founded by Cyrus, 
was from the 6th to the 4th century, the 
greatest empire of the world. One of 
his successors, Darius Hystaspes, (491,) 
sent an army to conquer Greece ; but the 
Athenians, under their general Miltiades, 
met the Persians at Marathon, (496,) and 
defeated them, though with a far inferior 
force. 

Xerxes, the successor of Darius, inva- 
ded Greece with the immense army of five 
milhons. Leonidas, king of Sparta, went 
forth with a httle band, and at the Straits 
of Thermopyloe, they offered up their lives 
for their country.— Xerxes, defeated by the 
Greeks both by sea and land, fled back in 
dismay. In crossing the Hellespont as 
he went forth, he had chastised the sea for 
presuming to raise its waves, and thrown 
in fetters, as a token of the submission 
which he demanded. But he returned 



crest-fallen ; and without army or navy, 
crossed the same strait in a fishing-boat. 

After the Persians were defeated and 
driven from Greece about 444, (b. c.,) 
Athens rose to be the first city not only in 
Greece, but in the world ; particularly as 
it respects the elegant arts of oratory, 
painting, sculpture, and architecture. Per- 
icles was at this time at the head of the 
political affairs of Athens, and he made 
the city so celebrated that this is called 
"The age of Pericles." But this glory 
was short-lived. The sister states of 
Athens and Sparta, as the states of our 
republic would do, if once we should di- 
vide and begin to shed each other's blood, 
ruined and destroyed each other. This 
civil war occurred 431, (b. c.,) and was 
called the Peloponnesian War. The Greeks 
laid waste each other's lands, — killing, 
and destroying those of their own kindred 
and tongue, — till Athens and Sparta be- 
came but as the sorrowful shades of what 
they had been. 

In this condition were the Greeks, when 
Philip of Macedon, though opposed by 
the mighty eloquence of Demosthenes of 
Athens, gained influence, a,nd finally ob- 
tained a victory at Cheronea. He wished 
the states of Greece to unite, and make 
him their general, against the Persians 
whom he desired to invade. But he died, 
and Alexander his son, a youth of nine- 
teen, succeeded to his father's dominions, 
and to more than his father's talents and 
ambition. He had been the pupil of 
Aristotle, the great philosopher. 

He was ipade commander-in-chief of the 



54 



UNIVERSAL HISTORY. 



[Part 1. 



Greeks, and provided with an army of only 
30,000 men. Darius Codomanus, king of 
Persia, probably had 500,000. 

After several battles, Alexander finally 
overcame Darius at the great battle of 
Arbela. This is set down upon the Tem- 
ple under the 4th pillar, and is one of 
those battles which mark great changes 
in political power. The date of the bat- 
tle of Arbela is that of the downfall of the 
Persian Empire of Cyrus, and the beginning 

of that of the Crrecian Smplre 

of Alexander, the greatest in extent 
and political importance, of any at that 
time knotvn ; and except the Roman Em- 
pire, none has yet exceeded it. Learn 
from the Chart the nations over which Al- 
exander's empire extended, and point out 
on the pillars its historic time. He was 
the most bold and daring of all those 
great robbers of the earth, called con- 
querors. He was but 33 years of age 
when he died the victim of his excesses. 
His death occurred at Babylon, which he 
had made the seat of his empire. 

His generals immediately began the 
most bloody quarrels among themselves, 
and against all the members of Alex- 
ander's family ; so that in a short time, all 
who were of his blood, perished by vio- 
lence : and his great empire was reft into 
parts or separate kingdoms, ruled by gen- 
erals of the conqueror, who now became 
kings. 

In Egypt, Ptolemy founded a dynasty, 
or family of kings, called the Ptolemies ; 
and in Syria, Seleucus founded a dynasty 
called the Seleucidce. At first, Syria ex- 



tended so far east as to include Persia. 
But Arsaces I. (246 B. c.) threw off the 
yoke of the Seleucidse, and founded a 
new kingdom, which, instead of Persia, 
was called Parthia. This empire was 
raised to its greatest splendor by Arsaces 
VI. His name is on the 2d pillar b. c. 
It was called Parthia until the beginning 
of the third century after Christ. (Show 
on the pillars the historic time of the 
kingdom of Parthia.) The whole empire 
of Alexander was finally subjected to 
Rome, except India and Parthia. The 
latter was, however, partially subdued by 
the Roman Emperor Trajan. 



Epoch 6 th. 



Period VI. 



Upoch 1th. 



Death of Alexander. — 4th 
century. 

Period of the Punic Wars 

conauests and supremacy 

OF THE Republic of Rome. 

BIRTH OF CHRIST. 



Period VI. — Rome, a small city on the 
Tiber, was founded by Romulus. One of 
the class, may take the pointer, and point 
on the pillars to his name. 

Class may tell what is the century. 

Class. The 8th century before Christ. 

Teacher. The Romans were brave and 
warlike, and they conquered the neigh- 
boring cities. They were governed by 
kings until 509, when Tarquin, their last 
king, was expelled for insulting Lucretia, 
a noble Roman lady. How long did the 
Roman monarchy continue ? Miss W. 

Miss W. The Roman monarchy con-^ 
tinued a century and a half, from the 



Part I.] 



ANCIENT HISTORY. 



55 



middle of the Sth to the close of the 6th 
century. 

Teacher. After the kings were expelled, 
Rome became a Republic. Her citizens 
were distinguished for the virtues of pa- 
triotism, valor, and honest industry. 
When CiNciNNATUS was, on an urgent 
occasion, chosen Dictator, the messengers 
of the commonwealth found him at the 
plough. Rome was the idol of her citi- 
zens, and for her glory they willingly 
exposed themselves to hardships, dan- 
gers, and death ; but for other lands and 
other people, they had no feeling, either 
of generosity or justice. 

In 452, the Romans sent ambassadors 
to Athens for copies of the celebrated 
Athenian laws, which had been made by 

the wise Solon. In 390 was the first 

irruption of barbarians into the Roman 
Republic. Brennus, king of the Gauls, 
came from the region of the Alps, and 
took Rome ; but he was expelled the Re- 
public, by means of a noble Roman, called 
Camillus. . 

In the 4th century and the beginning 
of the 3d, Cartha.ge, also a Republic, be- 
came powerful, possessing more ships 
and commerce than any other nation 
then existing ; and hence she was mis- 
tress of the sea. The Roman Republic 
had in 275, completed the subjugation of 
Italy — and still greedy of conquest, and 
jealous of Carthage, Rome soon found oc- 
casions for war. There were three wars 
between Rome and Carthage, called The 
Punic Wars. 

The first Punic War, continued from 



264 to 241. The Romans gained the ad- 
vantage, and became masters of the sea. 

The second Punic War, continued from 
219 to 201. This was begun by Han- 
nibal, probably the most renowned man 
that Africa ever produced. When he 
was a boy, his father made him take a 
solemn oath, to be ever the enemy of the 
Romans. He first took a city of Spain, 
under Roman protection ; then following 
the coast of the Mediterranean, and cross- 
ing the Alps, he invaded Italy, He de- 
feated the Romans in several battles, and 
threatened the city. Fabius Maximus, 
to whom Washington has been com- 
pared, was Roman Consul ; and he kept 
Hannibal from taking Rome. Then the 
Romans sent an army into Africa, com- 
manded by SciPio, called Africanus. Han- 
nibal returned, and was defeated in a 
battle at Zama. (Here is Zama on the 
Temple, beneath the name of Hannibal.) 
The power of Carthage was broken. She 
lost many of her possessions, but the city 
remained. 

The third Punic War, continued from 
149 to 146. This war was cruelly under- 
taken, and barbarously executed by the 
Romans ; and resulted in the entire destruc- 
tion of Carthage. 

For our next lesson, give the historic 
time of each of the Punic wars, and of 
the whole period embraced by the three, 
viz., from 264 to 146. 

Rome had made such a cruel example 
of Carthage, that the terror of her arms 
spread far and wide. In the mean time 
she faithfully protected and extended her 



50 



UNIVERSAL HISTORY 



[Part I 



laws, then the best in the world, over 
those nations who peacefully submitted 
to her sway ; and whom, though her sub- 
jects, she called her allies. It was now 
her intention to become the mistress of 
the world, and the arbiter of nations ; 
and one by one they fell under her sway, 
either voluntarily becoming her allies, or 
involuntarily, her conquered subjects. 

The Romans completed the conquest of 
Greece, 146 b. c. — Roman generals were 
sent forth with large armies to make 
wars of conquest in foreign countries. 
Some of these commanders acquired such 
military renown, and so much power 
among the soldiers, that when they re- 
turned with their armies from subduing 
foreign enemies, they brought Rome un- 
der their authority, and made it like one 
vast slaughter-house of human beings. 
Thus did Marius 87, (b. c.,) after he had 
accomplished mighty deeds by which he 
defeated hosts of barbarians in Gaul. 
Thus did his rival, Stlla 86, (b. c.,) after 
he had partially conquered Mithridates, 
the great warrior of Asia Minor, who 
there held the Romans in check for 
nearly half a century. Pompey, 63 b. c, 
completed what Sylla began — conquered 
Mithridates, and subjugated Asia Minor 
and Syria, including Judea. The con- 
quest of the Jews, was, however, only 
partial. ■ In ecclesiastical matters, they 
still had their own council of chief priests 
and elders, although a Roman governor 
claimed supreme authority. 

Julius C^sar carried the military glory 
of Rome to the highest pitch. He sub- 



jugated Gaul, Spain, Egypt, a part of the 
German nations, — and he invaded Brit- 
ain. Pompey and Csesar mutually feared 
each other, and they finally met in the bat- 
tle of Pharsalia ; and Caesar was the con- 
queror. He returned to Rome, not like 
Marius and Sylla, to murder and destroy 
the people, but intending while he made 
himself master, to be kind and do good 
to others. But he was conspired against, 
and slain by many sword-wounds ; and 
some of them were "unkind cuts," from 
hands he loved the best, Augustus 
C^sAR, his nephew, succeeded him, and 
though a man vastly his inferior, yet he 
had more policy. Although Julius Csesar 

began The RoiiAaii Cenpire, yet 

Augustus established it, and made such 
regulations, that the whole of the vast coun- 
tries belonging to it, were governed by 
the central power at Rome. This was 
about the time of the Birth of Christ, 



To Pupils. — The topics into which the 
7th Chapter may properly be analyzed, 
are very apparent. They are, the subject 
of the chapter, — a connected view in the 
first place of all the periods in their or- 
der, saying what these periods may each 
be called, as the Period of the Deluge, the 
Period of Egyptian Bondage, &c. Then 
should follow the separate consideration of 
each period, when a particular account 
should be given of the epochs between 
which the period stands, and the principal 
events which occurred during its course. 

A good blackboard exercise on the 
preceding chapte', vfould be to put all 



Part II.] 



MIDDLE HISTORY. 



59 



the epochs and periods of ancient histoiy 
together, into one long Hne, divided by 
points, as I shall divide those of middle 
history. A judicious variety in manner, 
relieves the mind, and aids the memory. 



Epochs and Periods of Middle History, or 
Part II. of Universal History : — 



CHAPTER VIII. 
Part IS. 

UNIVERSAL HISTORY. 

The manner in which we divide uni- 
versal history into three parts, I will show 
you upon the blackboard ; thus, 

• The Creation. 

I Part I. 

i The Birth of Christ. 

Part II. 

The Discovery of America. 

Part III. 
* The Present Day. 

This I do, because if I should say that 
by two epochs, the Birth of Christ and the 
Discovery, of America, we divide the grand 
line of time into three parts, you would not, 
perhaps, be able to reconcile the assertion 
with one formerly made, that there must 
be in these divisions one more epoch than 
period, forgetting that the extreme epochs 
are the creation and the present time. 

I will now give you a little plan of the 
EPOCHS and periods into which we divide 
the 3d part of Universal History. This 
you must hereafter be able, either to 
point out on the Temple of Time, or de- 
lineate on the blackboard, whichever your 
teacher shall direct. 



Period I 



Centuries. 

1st 

2d 

3d 

4 th 



5 th 
Period II. — 



6 th 





1th 


Period 


III.— 




8th 




9th 


Period 


IV. — 




10th 




nth 




12 th 




13 th 


Period V. — 




14th 




15th 



Epoch 1. — Birth of 
Christ. 

Period of the Undi- 
vided Roman Empire — 
of its decline by internal 
vice and dissension — and 
by the irruptions of North- 
ern Barbarians. 

Epoch 2d. — Division 
of the Roman Empire. — 
Date 400-5. 

Period of the Down- 
fall of the Western Em- 
pire, and of the Rise of 
the nations from its ruins. 
Epoch 3d. — Flight of 
Mahomet.— Date 600 -f- 
22. 

Period of the Cali- 
phate, and of the Saxon 
Heptarchy in England. 
Epoch 4th.— The Cor- 
onation of Charlemagne. 
—Date 800. 

Period of the Rise of 
the Popedom — of the 
Danish and Norman 
Conquests of England. 

Epoch 5th. — The 
Commencement of the 
Crusades. — Date 1100 — 
4. 

Period of the Cru- 
sades — of the Empire of 
the Tartars, under Jen- 
ghis Khan — of the Em- 
pire of the Mongols, un- 
der Tamerlane — and of 
" the Union of Cal- 
mar," under Margaret 
of Waldemar. 
> Epoch 6th.— The Dis- 
covery of America.-^ 
Date 1500-8. 



60 



UNIVERSAL HISTORY. 



[Part II. 



As we have now an idea of the names 
and times of most of the nations which, 
as they have passed over the historic 
scene of the world, have left their track 
behind them on the floor of the Temple 
of Time, I will next show you how you 
can learn their further history by attend- 
ing to the biography of their leaders. 
Our present limits, however, admit only 
of sketches. But these will fix in your 
minds the grand outline of the past, and 
give you a desire to fill it up by future 
reading. 

I will first repeat with you the names 
of the great sovereigns on the pillars, 
going down from the Christian era to 
Ferdinand and Isabella. 



1st century. 



2d 



3d 



4th 



£th 



6th 



7th 



8th 



Augustus — Roman Emperor. 
Titus — Roman Emj>eror. 

Trajan — Roman Emperor. 
The two Antoniues — Roman Em- 
perors.' 

Zenoliia — Queen of the East. 
Diocletian — Roman Emperor. 

Constantine — Roman Emperor. 
Theodosius — Roman Emperor. 

Alaric — King of the Goths, and 
first conqueror of Rome. 

Adoiphus, founder of the king» 
dom of the Visigoths in Spain. 

Clevis — Founder of the French 
monarchy. 

Justinian — Emperor of the East- 
ern Roman Empire. 

Mahomet — the false Prophet of 

Arabia. 
Omar I. — Caliph of Arabia. 

Charles Martel — of France. 
Haroun al Raschid — Caliph of 
Bagdat. 



9th century. 



10th 



nth 



12th 



13th 



14th 



15th 



Charlemagne, Emperor of France, 

Germany, and Italy. 
Alfred — of England. 

Otho the Great — of Germany. 
Hugh Capet — of France. 

Canute— King of England — of 
De mark, Norway, and Sweden. 

William of Normandy — conqueror 
of England. 

Hildebrand — Pope Gregory VII. 

Noureddin — of Syria. 

Saladin — Sultan of the Saracens 

Richard I. — of England. 

Jenghis Khan — Founder of the 

Tartar Empire. 
Edward I. — of England. 

f Tamerlane — Founder of the Mon- 
gol Empire. 
Margaret of Waldemar — Queen 
of Denmark, Norway, and 
Sweden. — Head of the Union of 
Calmar. 

Henry V. — of England. 
Mahomet II.— of Turkey. 
John II. — of Portugal. 
Ferdinand and Isabella — of Spain. 



Note. — These exercises on the Temple, 
though placed together here,, are too long 
to be given in one lesson ; especially to 
very young scholars. The teacher will 
do well, by the aid of the pointer, often to 
recall the attention of his class to the 
names on the pillars. 

A good manner of reciting the part re- 
specting the divisions, will be to tell what 
the first period is called, i. e., what it re- 
lates to : then give the epochs with their 
dates and places on the Temple. Next 
show on the pillars what centuries and 
parts of centuries the period includes, and 
then clearly point out what part of the 



Part II.] 



MIDDLE HISTORY. 



61 



Temple of Time is included ia the period, 
as well on the floor and roof as the pil- 
lars. This exercise should be frequently 
repeated. 



CHAPTER IX. 

MIDDLE HISTO RY. 
Is^ Epoch. • Birth of Christ. 



Period I. 



2d Epoch. 



Period of the Undivided 
Roman Empire — of its de- 
cline BY INTERNAL VICE AND 
DISSENSION, AND BY THE IRRUP- 
TIONS OF NORTHERN BARBARIANS. 

Division of the Roman Em- 
pire. — 400 — 5. 



To connect this part with the preceding, 
we will go a little back and recapitu- 
late the biography of Julius C^sar of 
Rome.* He was the first master of the 
whole Roman world. The empire was not, 
however, consolidated under him, — the 
government remaining unsettled. He was 
one of the greatest of generals. Some con- 
sider him quite the greatest military com- 
mander of which history makes mention. 



* The appellation Rome, originally the name 
of a single city, on the Tiber, is extended by his- 
torians over the whole Roman Empire, and it is 
used for either the city or the empire, as occasion 
requires. Yet some among us scruple to call the 
country of the Americans, America, because this 
name is «lso applied to the Western Continent. 
No one hesitates to call the city of New York by 
that name, because the state is also called New 
York. 



It was he, who subjected to the Roman 
Empire, the barbarous nations of Northern 
Gaul and Germany. He was also vic- 
torious in Egypt and in Spain. But it was 
at the battle of Pharsalia, (48 b. c.,) in 
which his rival, Pompey, commanded 
against him, that he made himself master 
of Rome. It is said that he conquered 
300 nations or tribes, took 800 cities, de- 
feated 3,000,000 men, of whom 1,000,000 
were killed in fight. He was assassinated 
in the midst of all his greatness, — and 
Brutus, whom he loved as a son, thinking 
him a tyrant, was among those who stab- 
bed him. His name belongs to our own 
history, because he first discovered (55 
years b. c.) our father-land. Great Britain. 
The conquest of Britain was not, how- 
ever, completed by the Romans until the 
reign of Domitian. 

Augustus, Emperor of Rome, (44 
B. c.) He was the first who loas in quiet 
possession of the sovereignty of the Roman 
world, and who received the title of Em- 
peror.* The Roman world, is a phrase 
often used to distinguish this great em- 
pire, and never to designate any other. 
It was in the reign of Augustus, that 
Jesus Christ " came into the world in 
great humility," for the salvation of men. 
His birth is supposed to have occurred 
four years before the common or vulgar 
era. 

Augustus was a man of great worldly 



* Augustus, the avgust, is also a title. The 
original name of this emperor was Octavius. He 
was the nephew of Julius Caesar. 



62 



UNIVERSAL HISTORY. 



[Part II. 



wisdom and policy. He made judicious 
divisions of the empire into provinces, 
which were ruled by generals sent from 
Rome. He was a patron of learning, as 
was McBcenas, his celebrated minister of 
state. They patronised the poets Virgil, 
Horace, and others. As Homer is consider- 
ed the first among the Greeks, so is Virgil 
among the Latin poets. 

The name of Augustus, is therefore 
connected with these great events — the 
birth of Christ, the founder of Christiani- 
ty — the consolidation of the Roman Em- 
pire, — and with the highest state of learn- 
ing of the Roman world. The Latin 
language was, at this time, spoken and 
written in its highest purity and elegance. 
On this account, in any country, the time 
when its literature is in its most flourish- 
ing state, is called the " Augustan age" 
of that country. 

That you need not get the mistaken 
idea that you have the names of all the 
Roman Emperors in these sketches, we 
will here give you those occurring between 
Augustus and Titus. 

Tiberius (14 a. c.) succeeded Augus- 
tus. In the reign of this most wicked 
and treacherous man, our Lord was cruci- 
fied. Caligula, the fiendish, (37,) suc- 
ceeded Tiberius, — and Claudius, the 
stupid, (41,) became the successor of 
Caligula. In 54 a. c, the cruel Nero be- 
gan to reign, and under him (64) occurred 
the first persecution of the Christians, at 
Rome, when St. Pawland St. Peter 
suflfered martyrdom. Galba, Otho, and 
ViTELLius, were all emperors in the year 



69 A. c, and all died violent deaths. A band 
of soldiers, the bodyguards of the em- 
perors, called the Pretorian Guards, about 
this time usurped authority; often kill- 
ing one emperor and putting up another. 
Vespasian succeeded Vitellius, (70,) and 
was the first good sovereign since Augus- 
tus. His son and successor was 

Titus, Emperor of Rome, (79.) He 
was one of the most distinguished per- 
sons of the heathen* world, for goodness 
and humility. He made it a rule to 
do good every day, by which some of 
his fellow-creatures should be benefited. 
Once, when at evening he recollected that 
he had that day done no good deed, he 
called out in humble penitence, " My 
friends, I have lost a day." 

He was, when a Roman general under 
his father Vespasian, the instrument of exe- 
cuting that punishment of Jehovah upon 
the Jews, which was foretold by our 
Saviour. He went to Judea with a great 
Roman army ; and Jerusalem and its en- 
virons became as one great battle-field: (it 
is placed as such on the Temple.) At length 



* The term heathen, is used to denote those 
nations, more particularly the ancients, who were 
never enlightened by divine revelation. The Jews 
were not heathens, since they had among, and 
over them, prophets and priests, who received 
instructions from Jehovah himself; and Christian 
nations are not heathen, since they receive the 
revelation made by the Spirit of God concerning 
Jesus Christ and eternal life. The Jewish Reve- 
lation has been preserved by the Jews in the Old 
Testament ; and the Christian Revelation con- 
tained in the New Testament, has been preserved 
by the Christian church. 



Part II.] 



illDDLE HISTORY. 



63 



the city was destroyed, the temple burned 
and " thrown down," and more than a 
miUion of the Jews perished. They never 
recovered. After a while, they dispersed 
among other nations, but they retain- 
ed a separate existence ; and the Jews at 
this day, afford the singular spectacle of 
a nation without a place. 

The -name of the Emperor Titus, there- 
fore, stands connected with the final Ro- 
man conquest of Judea, the destruction of 
the city of Jerusalem, and the dispersion 
of the Jews. 

Titus was succeeded (81) by the vicious 
DoMiTiAN, his imworthy brother. Do- 
mitian was slain. It was during his reign 
that Agricola, a Roman general, defeated 
the Britons under Galgacus, subdued the 
country, and constructed a chain of forts 
between the friths of Clyde and Forth. 
Domitian was the last of the twelve Ccesars, 
as the first twelve emperors were called. 
Nerva — inefficient — was raised to the 
throne a. d. 98. His best act, was seek- 
ing a worthy successor, whom he adopted 
as his son. This was 

Trajan, Emperor of Rome, (a. d. 98.) 
Trajan was a great man, although he 
stained his name by permitting the third 
persecution of the Christians. The sound- 
ness of his policy in extending the limits 
of the Roman Empire, already so large 
and difficult to rule, has been questioned. 
He is, however, renowned in history for 
the conquests by which he enlarged it to 
its greatest extent. By the conquest of 
Dacia, he carried it beyond the Danube. 
On the east, he extended it beyond the 



Tigris and Euphrates, even to India, by 
the reduction of ancient Persia, then 
called Parthia. The Parthians, however, 
proved refractory, and soon threw oft 
the yoke of the Romans, making them 
much trouble. Remember then, that 
with the name of Trajan, is connected the 
greatest extent of the Roman Empire; since 
it was he who carried it, by the conquests 
of Dacia and Parthia, to its greatest hmit. 
The Antonines were emperors of Rome 
— father and son. The elder, Titus An- 
toninus Pius, became emperor a. c. 
138 ; and the younger, Marcus Aurelius 
Antoninus, in 161." They were distin- 
guished for wisdom and goodness. The 
Roman Empire is said to have been at its 
greatest extent and in its most flourishing 
condition under Trajan and the Antonines. 
This connects the Antonines with the 
world's history. Nevertheless, the bar- 
barians from the north already troubled 
its repose ; and in the reign of the young- 
er, they endangered the safety of the 
northern provinces ; which, he seeking to 
defend, lost his life 180 a. c. From this 
time to the reign of Aurelian, (2Y0,) a 
period of ninety years occurs, — in which 
we have the most gloomy pictures of 
monsters in human form, — vicious almost 
beyond conception, who were seated on 
the throne of the Roman Empire. And 
while they are seeking mean and selfish 
gratifications, we see the barbarians swarm- 
ing down upon the empire from the north- 
ern regions of Europe and Asia. Com- 
MODus, the base successor of the An- 
tonines, buys a peace. This was not merely 



64 



UNIVERi^AL HISTORY. 



[Part II. 



an acknowledgment of weakness, but the 
biddinof of a reward for others to come in 
their places. Caracalla was one of the 
worst of men. Under him, (212,) was 
the fifth persecution of the Christians. 
Heliogabalus, another Roman emperor, 
is but another name for a union of every 
fiendish, with every beastly vice. 

One bright character appears amidst this 
darkness, that of Alexander Severus, who 
became emperor 222. But Ms virtues and 
his valor could not stem the downward tide, 
and he was murdered. At length, after 
about ten short reigns, and after the sixth, 
seventh, and eighth persecution of the Chris- 
tains, succeeded Aurelian. 

He was one of the greatest generals ever 
known. He contracted the boundaries of 
the empire on the north, and drove the 
barbarians beyond his limits. On account 
of his power and his talents, he ought, 
perhaps, to have taken the place on the 
third pillar, which we have given to Ze- 
NOBiA ; but the memory becomes con- 
fused, if there is a long unbroken succes- 
sion of names of the same kind ; and 
Zenobia, though a woman, was the found- 
er of an empire. To every reader of his- 
tor)^ the name of Aurelian, is at once in- 
troduced by that of 

Zenobia, Queen of the East, (269.) 
The four pillars after Christ, contain names 
of Roman emperors, except in the one 
instance, of this beautiful name, of a 
beautiful and highly endowed woman., — 
who founded an empire by her abilities 
and her valor. Her empire included Syria 
and Egypt. Palmyra, supposed to be the 



Tadmor of Solomon, was its seat. Ze- 
nobia was learned, as well as elegant and 
energetic. The philosopher and scholar 
LoNGiNus, (his name is on the roof of the 
Temple,) was her teacher and friend.* 
The Emperor Aurelian invaded her em- 
pire, with a Roman army, and after a long 
siege, took Palmyra, made Zenobia his 
prisoner, and carried her to Rome, where 
she remained. 

Zenobia is thus connected with uni- 
versal history, as the founder of the 
short-lived Empire of the East, and an 
opponent, who, for some time, kept the 
great Aurelian at bay, in the battle-fields 
of Palmyra. (See the foot of the 3d pil- 
lar.) 

Diocletian, Roman Emperor, (a. d. 
284.) Diocletian was a great man, of 
a stern rather than an amiable charac- 
ter. After the Antonines, there were, as 
we have seen, a succession of Roman em- 
perors who possessed neither virtue nor 
talents ; most of whom died by violence. 
Great disorders sprung up. A few able 
emperors, of whom Aurelian was one, 
stemmed the downward torrent. But it 
was a constant eflPort on the part of the 
emperors to keep out the barbarians. 
Nor had they less to fear from the vio- 
lence of those near them, who on any 
slio-ht pretence, were ready to assassinate 

* Gibbon, who is the hater of Christianity and 
of women, accuses Zenobia of a most improbable 
act, — that of betraying Longinus to death without 
any conceivable motive, quoting tv^o Latin his- 
torians, of whose authority on other occasions he 
makes little accoimL 



Part II.] 



MIDDLE HISTORY. 



65 



the reigning sovereign, to make way for 
his successor. When Diocletian became 
emperor, he established a new order of 
things, by which he guarded his life from 
assassins, and for a time stopped the de- 
cline of Home. He made a temporary- 
division of the empire, into Eastern and 
Western. He humbled the proud cit}^ of 
the Caesars, by taking from it the seat of 
government, making Milan the capital of 
his colleague, to whom he assigned the 
Western empire, and holding his own 
court in Nicomedia. Here he introduced 
court ceremony and etiquette, by which he 
made his person difficult of approach. He 
was renowned in war, having humbled 
the Persians. Of the ten persecutions* 
which the Christians suffered, the last and 
most cruel was inflicted by the orders of 
Dincletian. This emperor (304) abdicated 
the throne.- From the abdication of Dio- 
cletian, to the time of Constantine, (304 
to 323,) was an unsettled and disturbed 
period of the empire. Abroad were ene- 
mies, and within were divisions and mur- 
ders. The arrangements of Diocletian 
were broken up, and at length the whole 
empire fell under the sway of 

Constantine the Great, (323.) It 
very much aids the memory, if we can in 
reading history, form in our imaginations 
by description, a lively idea of the persons 
of whom we read. The operations of 



* Some reckon twelve persecutions, counting 
as two persecutions, the sufferings inflicted upon 
the Christians in the reign of Juhan the Apostate. 
This occurred between the reigns of Constantine 
and Theodosius. 

9 



our minds are wonderful. We have be- 
fore us when we shut our eyes or are in 
profound darkness, not only the images of 
the persons whom we have seen and 
known, but often of those merely ideal. 
Words spoken or written, have the pow- 
er of setting at work a painter within, 
called Fancy ; and she makes pictures 
as distinct as the objects of nature, and 
often more beautiful. Thus I have in 
my mind's eye, a picture of the Em- 
peror Constantine. I think of him as 
in his early manhood, commanding and 
majestic in figure, benign in countenance, 
graceful in motion, and eloquent in speech. 
All that it became the world's master to 
be, that Constantine was, or seemed to be. 
We feel that there is a degree of uncer- 
tainty respecting his motives, — and ad- 
mire him as we may, we do not fully trust 
him. It is true, he embraced the religion 
of Christ, which had long been despised 
and persecuted ; and it might have been 
from conviction of its truth, for Constan- 
tine had a mind capable of weighing ar- 
guments, and we certainly believe that the 
evidence is in favor of Christianity. But 
Constantine was also a man of policy ; 
and to profess Christianity, was with him 
a politic measure, and strengthened his 
power ; for When he made it the establish- 
ed national religion, it had so spread, that 
a majority of the inhabitants of the Roman 
Empire, and especially of the soldiery, had 
become Christians. 

Constantine removed the seat of the 
empiie to Byzantium, the capital of 
Thrace, — beautified that city, and called 



66 



UNIVERSAL HISTORY. 



[Part II. 



it Constantinople. One would think that 
he in his greatness, naight have been 
happy ; but in his later life, his family was 
a scene of vice and misery. 

The great events by which Constantine 
is connected with history are, his removal 
of the seat of the empire from Rome to 
Constantinople — his adoption of Chris- 
tianity, and maMng it the religion of the 
Roman Empire — and his calling the first 
council of Christian bishops, viz., iliat of 
I^ice* 

Constantine at his death, divided the 
Roman Empire among his three sons. 
Their quarrels and wars, weakened and 
(exhausted the empire. It was threatened 
by barbarians and was hastening to its 
fal ander inefficient emperors ; but one 
moTe great man, was yet to rule the un- 
divided Roman Empire. This was 

Theobgsius the Great, last Emper- 
or OF THE UNDIVIDED RoMAN EmPIRE, 

(388.) Although we may not find /in 
Theodosius a5J the elegance of person, ac- 
tion, and speech, which we admire in 
"Constantine, yet we feel certain that he 
was EiOt acting a part to gain popularity, 
in the many great and good deeds by 
which his life was distinguished. 

The Christian church, since the time of 
Constantine, had been declining from its 
purity» and already it began to assume 



• This he did to settle the dispute between 
Arius and Athanasius, conceraing the doctrine of 
the Trinity. 



power over the civil and secular authority. 
Ambrose, Bishop of Milan, took a high 
tone, and refused to obey the civil rulers. 
Theodosius at his death, divided the Ro- 
man Empire between his two sons, Arca- 
dius and Honorius, Arcadius the elder, 
had the Eastern Empire, which comprised 
Thrace, Dacia, Macedonia in Europe, all 
the Asiatic Roman provinces, and Egypt. 
The remaining portion of the. Empire, 
called the Western, fell to Honorius, the 
younger. This division proving perma- 
nent, constitutes an important epoch in 
history. The capital of the Eastern Em- 
pire, was Constantinople — and that df the 
Western, was at this time, Milan. 



Note. — The principal topics of the pre- 
ceding Chapter, are of course the charac- 
ters and actions of the persons named : 
the acts or circumstances by which they 
stand connected with general history — 
what occurred between their several reigns, 
&c. When general questions can be made 
by the teacher and answered by the pupil, 
much information is put into small space, 
and the mind of the teacher is brought 
into contact with that of the pupil. For 
example, if we ask. What general re- 
mark can be made concerning the Roman 
sovereigns, from Julius Csesar to Theodo- 
sius, including the two ? The answer to 
this would be. They are, or they consti- 
tute, all the sovereigns, who were ^ver 
masters of the undivided Roman world. 



Part II.] 



MIDDLE TIT.^TORY. 



67 



CHAPTER X. 



MIDDLE HISTO RY. 



2d Epoch. 



Period II. 



3 c/ Epoch. 



Division of the Roman Ejn- 
pire.— 400— 5. 

Period of the Fall oe the 
Western Empire, and the 
Rise of the nations formed 

FROM its ruins. 



Flight of Mahomet.— 600 + 



22. 



Alaric, Chief of the Goths. He is 
famous in liistory as being that baibarian 
chieftain who, in 410, first took the city 
of Rome. Honorius proved a weak and 
unAvorthy prince, and in his reign, several 
tribes of the barbarians spread them- 
selves over parts of the Western Empire. 
The Vandals, Burgundians, and others 
took, and finally severed Gaul beyond 
the Alps, from the Roman Empire. The 
Burgundians established a sovereignty be- 
tween France and Switzerland. Alaric 
might have made himself king of Rome, 
but he passed on with his host of Goths in- 
to southern Italy, intending to embark for 
Africa; but he died. By his direction, his 
body was concealed beneath the bed of a 
small stream. 

Adolphus, founder of the Empire of 
the Visigoths. 

Adolphus was the brother of Alaric, 
find succeeded him in the command of 
the victorious Goths. He led them back 
to Rome, and having undispyted control 
of Italy, he at first meditated establish- 



ing a kingdom there, and making Rome 
his capital ; but he suddenly changed his 
plan. Adolphus is represented as a young 
man of fine personal accomplishments, and 
the Goths were converted to Christianity. 
He sought in marriage Placidia, the sister 
of Honorius, and the daughter of Theodo- 
sius the Great. Honorius gave his con- 
sent, and Adolphus abandoned Italy, inva- 
ded Gaul, toolc Spain and the parts of Gaul 
adjacent, and there (414) established the 
kingdom of the Visigoths. Spain and Gaul ' 
were now rent from the Western Empire. 
Honorius, for personal safety, removed his 
capital from Milan to Ravenna. 

Genseric, king'of the Vandals. His 
name, though not on the pillars,* should, 
with some others, be here learned, because 
they led armies of barbarians, which suc- 
ceeded in subverting parts of the Roman 
Empire. Genseric first invaded with his 
Vandal hordes Gaul and Spain, and 
finally established himself in Africa, whei"e 
he took possession of a Roman province, 
and established a kingdom, of which he 
made Carthage the capital. But he after- 
wards recrossed the Mediterranean, in- 
vited by Eudoxia, who being the widow 
of an emperor, had been forced to mar- 
ry a man, who was the object of her 
hatred. Genseric took Rome, (455,) and 
for fourteen days and nights, it was given 
up to the barbarians, and was the scene 



* It is on the Historic Chart. All important 
names could not be placed upon the pillars. 
Sometimes several occur in one ceijtury. Then, 
all that can be done is to make a choicti- 



UNIVERSAL HISTORY. 



[Part II. 



of robbery, rapine, and murder. Gen- 
seric returned to Africa, attempting to 
carry with him the rich spoils of Rome, 
among which were the sacred vessels of the 
Jewish temple, brought from Jerusalem 
by Titus ; but the vessel which contained 
them foundered, and they were lost at 
sea. 

Hexgist and Horsa, leaders of the 
Saxons, (449.) These were two brothers 
of the Saxons, who conducted 1500 war- 
riors of their tribe, from the mouth of the 
Elbe to that of the Thames, invited thither 
by VoRTiGERN, king of England. 

When the Roman soldiers were with- 
drawn to defend Italy against Alaric, 
and Rome could no longer protect the 
Britons, the barbarous Picts, Scots, and 
Jutes, came down from the northern part 
of the island ; and it was to drive these 
back, that the Saxon brothers thus came, 
invited to England. They drove back 
the Caledonian barbarians ; but they said 
they must have from their own country, 
a stronger force to overpower them. 
Next arrived 16 ships, bringing Saxons 
and Danes, and a portion of another 
tribe, called the Angles, from whom Eng- 
land was afterwards named. The same 
game continued to be played. The 
Saxons drew over more and more of their 
people, until at length, they subjugated 
the southern part of the Island and es- 
tablished SEVEN KINGDOMS, Called the 
Saxon Heptarchy.* The kingdom of 



* Some writers make eight Saxon kiugdoms, 
and call them the Saxon Octarchy 



Kent, in the southeast of England, was 
the first formed, and Hengist was its 
king. There is some reason to suppose, 
that he held a degree of authority over the 
whole of the Heptarchy, the seven king- 
doms being united in an undefined confed- 
eracy. The §ax®M Meptarchy 
continued in England, from 454 to 823. 

Attila, King of the Huns. This man, 
heading an army of 700,000 barbarous 
Huns, came from remote regions of Asia, 
and had already conquered the barbar- 
ous nations of the north of Europe. He 
was in Gaul, threatening Italy, when at 
the great battle of Chalons, he was de- 
feated by the Roman general Etius, aid- 
ed by Theodoric, now king of the Visigoths. 
But Attila recovered - himself, invaded 
Italy, and would have taken Rome, had 
not his death (453) prevented. 

Odoacer, King of the Heruli. He 
led his barbarous host from the shores of 
the Baltic to Italy, — took and pillaged 
Rome, and deposing Romulus Augustu- 
Lus, the last Emperor of Rome, he became 

the first harharian ksEig* of 

Italy. This was the final downfall 
OF THE Western Roman Empire. 

Clovis, founder of the French 
monarchy, (481 to 511.) Clovis was the 
leader of the Franks, a warlike barbarous 
nation of Germany. His grandfather, 
Merovius, had made a settlement in 
Gaul. Clovis extended the family pos- 
sessions, by conquests made in the south 
from the kingdom of the Visigoths : and 
by defeating the Roman general Sy- 
agrius, who had taken to himself a 



Part II.] 



MIDDLE HISTORY. 



69 



part of the Roman possessions, in the 
north of Gaul. Clovis is, therefore, re- 
garded as the founder of the French 
monarchy. Tiie sovereigns of this dy- 
nasty were, however, named from Me- 
rovius, the *Merovingian kings. 

Theodoric, (492,) founded the em- 
pire OF the Ostrogoths, in Italy. The- 
odoric was of the Ostro, or Eastern Goths. 
He was educated at the court of Con- 
stantinople. Zeno, the emperor, (after 
Italy was conquered by Odoacer,) feared 
the power of the Ostrogoths, who had 
founded a sovereignty on the north- 
eastern shore of the Adiiatic ; and he 
gave Italy to Theodoric. But the young 
Goth conquered it for himself, (493,) 
founded the kingdom of the Ostrogoths in 
Italy, and reigned thirty-three years with 
great ability. 

Now let the student look back and see 
how many, and what kingdoms were 
formed during the 5th century, from the 
ruins of the Western Roman Empire — by 
what barbarous tribes, and under what 
leaders. In other words, who were the 
founders, and what the nations, which 
were formed ? '' 

Justinian, Emperor of the Eastern 
OR Byzantine Empire, (527-578). This 
emperor's long reign, forms the most dis- 
tinguished period of the Eastern Empire. 
His great general Betisarius, not only 
defended the Eastern Empire, but re- 
conquered from the barbarians, portions 
of the Western. He wrested from the 
descendants of Genseric, their possessions 
m Africa, and defeated tlie Ostrogoths 



in Italy. For a time, the government 
there was administered by an officer re- 
siding in Ravenna, who ruled in the name 
of the Eastern Empire, and was called 
the Exarch of Ravenna. 

Justinian was ungrateful to Belisarius ; 
and left him in his old age, to suffer from 
poverty and want. 

In the reign of Justinian, a code of 
LAWS was collected and arranged by Tri- 
honia.n, an eminent lawyer, which was 
called The Justinian Code. It was the 
greatest work of the kind which had 
ever been made ; and is to this day refer- 
red to as authority. 

Alboin, chief of the barbarian Lom- 
bards, conquered from the Exarchs of 
Ravenna, the northern portion of Italy, 
and founded Lomhardy, or the kingdom of 
the Lombards. He was a savage tyrant, 
and lost his life, it is said, by the revenge 
of his wife Rosamond, whom he forced 
to drink, from the skull of her murdered 
father. 



Note. — At the close of all these Chap- 
ters, it will be well to recollect the num- 
ber and subject of the period of which 
it treats, and the epochs between which 
the period stands. And particular refer- 
ence should be made to those genei-al 
subjects which are thus made prominent. 
For example, name all the kingdoms which 
arose from the ruins of the Western Em- 
pire, say which of them came soon to an 
end, and which have remained to the pres- 
ent day. 



70 



UNIVERSAL HISJ'ORY. 



[Part II. 



CHAPTER XI 
Epoch 5d. e 



Period III. 



Upoch 4 th. 



The Flight of Mahomet. — 
600 + 22. 



The Caliphate — and the 
Saxon Heptarchy. 



The Coronation of Charle- 
magne. — 800. 



Mahomet, the False Prophet of 
Arabia. 

With the life of Mahomet, commences 
a remarkable period in the history of the 
world. Arabia, a country heretofore lit- 
tle known in history, is now to become 
the scene of events, and for a time the 
■seat of empire. And you must be care- 
' ful by the study of your maps, to get a 
perfect idea of its geographical situation, 
and of the position of Mecca and Medina, 
its principal cities. 

Mahomet was born in Mecca 569 a. c. 
He was poor, but he had the advantage 
of belonging to a large and respectable 
family, and of possessing a dignified and 
commanding person. At the age of 
twenty-five, he married Khadijah, a wo- 
man of wealth, and she became his first 
believer and disciple, when in 609, he 
declared himself the prophet of God. 
He brought forth, from a cave where he 
spent much time, compositions written in 
a very remarkable style ; and as he was 
supposed to be ignorant of letters, he at 
length succeeded in making his wife, and 
his most intimate friends believe, that the 
chapters of which the Koran or Mahome- 



tan Bible was composed, were communi- 
cated to him by the angel Gabriel, who 
met him in the cave. But many person^ 
opposed him, and at length his enemies 
so pressed him, that he fled (622) from 
Mecca to Medina, where he was w(^] re- 
ceived, his authority submitted to, and 
his religion adopted. His flight, there- 
fore, became the epocli, from Avhich Ma- 
hometans date the commencement of their 
religion ; and they make it their historic 
era, as Christians do the birth of Christ. 

The creed of the Moslem or Mussul- 
man, (these are the names given to the 
followers of Mahomet,) is contained in 
these few words, " God is one God, and 
Mahomet is his prophet." The religion 
here 'taught, is called Islamism, which 
signifies submission to the will of God. 
But herein appears the false prophet. 
Mahomet made his kingdom a kingdom 
of this world, and commanded that his 
religion should be promulgated by the 
sword, and that all who would not receive 
it, should be regarded as worthy of death ; 
while, as he said, all who died in battle, 
should immediately go to a paradise, 
where they would dwell in a beautiful 
region, and have all their wishes gratified. 
Mahomet taught, too, the doctrine of fate ; 
and to this day the Moslems suppose it 
needless to guard against any danger, be- 
cause they must, say they, die when their 
time comes, and nothing can then aveit 
their death. 

Thus prepared to seek, and fearlessly 
meet danger and death, the Mahometans^ 
went forth and conquered a great empire. 



Part II. 



MIDDLE HISTORY. 



73 



which was called The Callpltate. 

Observe on the Chai-t, that the Caliphate 
takes the main hght at this period. Ma- 
homet's successors, who were sovereigns of 
the Caliphate, were called Caliphs. 

Mahomet died 632, at the age of sixty- 
three, ^having subdued all Arabia., and 
spread the terror of his name through 
surrounding nations. 

Omar I. became (633) the successor of 
Abu Beker, who succeeded Mahomet. 
The Arabian followers of Mahomet were 
called Saracens. Omar extended the Cal- 
iphate hy the conquest of Syria and a part 
of Persia and Egypt. It was this Caliph, 
who, (636,) having taken Alexandria in 
Egypt, a place which had, since the days 
of Ptolemy, been the seat of learning, 
barbarously burnt its library, the finest 
then in the world. The art of printing 
was not known until the middle of the 
fifteenth century, and all books were, be- 
fore this time, transcribed by hand, by the 
slow process of writing ; and they were of 
course very expensive and valuable, and 
the copies but few ; so that, with the 
flames which consumed these manuscripts, 
many of the labors of the ancients were 
irrecoverably lost. The ages intervening 
between the destruction of the Alexandrian 
library, and the invention of printing and 
revival of letters in the 15th century, are 
called the Dark Ages. Find and show 
on the Temple, how many, and what cen- 
turies belong to the dark ages. 

Charles Martel of France. This 
name has its well-earned celebrity, chiefly 
from the great battle of Tours, which is 
10 



thought by some, to be the most im- 
portant battle ever fought. It is con- 
nected with the history of the Saracens. 
After the death of the Caliph Omar, and 
his successor Othman, the relatives of 
Mahomet quarrelled among themselves, 
and divided the Caliphate ; but they still 
went on, extending by the sword their 
religion and their territories. The Sar- 
acens had passed through Egypt, and in- 
troduced Mahometanism into the Barbary 
States, where they conquered the Moors, 
who now united with them. Crossingr 
into Spain, they subjugated that country, 
and destroyed (Yl3) the empire of the 
Visigoths. King Roderic was "the last 
of the Goths." Sweeping onwards, the 
immense army of Saracens and Moors 
passed the Pyrenees, and conquered the 
south of France. All Europe trembled. 
They were met and conquered by Charles 
Martel at Tours. It is said that at this 
battle 350,000* men were slaughtered; 
but Europe was delivered. 

You have in the names of Clevis and 
Charles Martel, (called Martel, or the 
Hammer, on account of his terrific blows 
in battle,) and in that of Tours, the name 
given to the battle from the place where 
it was fought, — an example of what was 
taught you in the beginning of these les- 
sons, viz., that much of history may be 
remembered in its own time, by being 
connected with single words on the Temple, 
such as the names of leaders and of bat- 
tles. Whoever remembers where the name 



* Some authorities say 375,000. 



'1 



UNIVERSAL HISTORY. 



[Part II. 



of Clovis stands on the pillars, knows 
the time of the beginning of France as a 
nation ; and the time of tJte introduction of 
the feudal system, which will be here- 
after explained, and also the time of the 
first Merovingian dynasty. Add the name 
and time of Charles Martel, and this will 
give the continuance of that first dy- 
nasty and the beginning of the second, 
or Carlovingian, which took its rise from 
his father Pepin. d'Heristal, and its name 
from Charles Martel himself; while the 
single word Tours, at the foot of the 8 th 
pillar, speaks of the terrific host of Sar- 
acens, pressing on to root out Christianity 
from the world, and of their defeat ; — 
which Avas almost as miraculous, as that 
of the host of Sennacherib. 

The manner in which the worn-out im- 
becile stock of the Merovingians was sup- 
planted in France by their servants, the 
founders of the Carlovingian dynasty, 
contains a lesson to all persons in power, 
if it is but the power of ruling a family 
as its master or mistress ; and it says, 
' perform your own duties yourselves.' 
Pepin, the father of Charles Martel, was 
mayor or head-officer of the palace, and 
the indolent king, his master, put his own 
duties upon this officer ; thus relinquish- 
ing to him his power. All who wanted 
favors, asked them, not of the king, but of 
Pepin. Thus, he who performed the du- 
ties of sovereign, soon came to possess 
the influence and the authority. Charles 
Martel succeeded Pepin, and he also pos- 
sessed the power, as he performed the du- 
ties of a king ; commanding, as we have 



seen, the armies of the country, and de- 
fending it from its invaders. 

Pepin, the son of Charles Martel, as- 
pired to add the name of king to the 
power ; and sent to the Bishop of Rome, 
now called pope, (i. e. father,) and ac- 
knowledged in Western Europe as head 
of the church. The pope decided that 
Pepin should be king in name as well as 
in authority, and that Childeric III., the 
last of the Merovingians, should be shut 
up in a monastery. Monasteries or con- 
vents, places made for religious seclusion, 
had now become common. Pepin was 
grateful to the pope, and having a quar- 
rel with the king of the Lombards, he 
conquered from him the territory on 
the south western side of the Adriatic, 
called the Exarchate of Ravenna, and of 
this territory he made a present to the 
pope. This proved the beginning of the 
Popedom, or temporal sovereignty of the 
popes, which continues to this day. 

Haroun al Raschid, Cahph of Bagdad, 
786-809. — Strange as it may seem, after 
having learned the barbarous destruction 
by the Arabians of the Alexandrian li- 
brary^ with its irrecoverable treasures of 
ancient learning, the Arabians themselves 
became, in the reign of Haroun al Raschid 
and the century after, the most learned peo- 
ple then existing. Men of genius arose 
among them, and translated the works of 
the Greek philosopher Aristotle. They 
invented arithmetical and algebraic charac- 
ters — laid the foundation of the science 
of chemistry, and cultivated medicine, 
optics, and astronomy. Avicenna, an 



Part II.] 



MIDDLE HISTORY. 



7d 



Arabian, wrote in twenty volumes the 
first Encyclopedia ever made. ' His time 
was, however, later than that of the cahph 
of whom we now speak. 

A succession of caliphs of the East, be- 
came the patrons of learning, and made 
Bagdad (at this time their capital) the 
most learned, as well as the most luxuri- 
ous city of the world. Of these caliphs, 
Haroun al Raschid (Aaron the Just) 
was the most remarkable. He was suc- 
cessful in war — and his reign marks the 
time when the Caliphate enjoyed its high- 
est degree of splendor. He was cotem- 
porary with Charlemagne, and gave him 
the Holy places at Jerusalem. 

The Greek, or Eastern Roman Empire. 
During all this time, when the Moslems 
had been seeking with perfect reckless- 
ness of their own lives, as well as those 
of their fellow-men, to fulfil the bloody 
injunctions of Mahomet, by carrying his 
religion forcibly over the earth, — while 
attacking sometimes one nation and some- 
times another, they had been almost con- 
stantly employed in hostile operations 
against the Greek or Eastern Roman Em- 
pire. We have already seen how they 
had rent from this empire, its Eastern 
and African provinces. They repeatedly 
besieged Constantinople ; and but for the 
invention of a ntrange and fatal material, 
called the -Greek fire, which the soldiers 
of Constantinople threw among the troops 



of the besiegers, they would have takei 
that city centuries earlier than they did. 
But Constantinople struggled on until the 
middle of the 15th century; and by His 
aid, who has promised perpetuity to his 
chui'ch, kept the Mahometans out of Eu- 
rope in that direction. 

When Charlemagne was sovereiafn of 
the West, the vicious Irene was empress 
of the East. This you may remember , 
from the fact, that she made useless over- 
tures of marriage to that brilliant con- 
queror. It was at this time that the 
Greek chwrch at Constantinople became di- 
vided from that at Rome ; — the Romans 
keeping images in their churches, and in- 
sisting that all others should do the same ; 
while the Greeks, on their part, went 
about entering churches and destroying 
these images, wherever they could find 
them. The controversy became so furi- 
ous, that the two churches divided ; and 
to this day the division remains. Greece 
and Russia belong to the old Greek 
church, while the Reformation in the 16th 
century, took from the Roman or Latin 
church, the Protestant nations. But up 
to this lime, viz., 800 a. c, the one church 
remained undivided ; and whatever its 
corruptions, it is the parent of all Christian 
churches since existing, except the Greek, 
which was coeval with it, and never ac- 
knowledged its supremacy. 



76 



UNIVERSAL HISTORY. 



[Part II. 



CHAPTER XII. 

Epoch ^th. ? Coronation of Charlemagne. 
—800. 

Period of the Rise of the 
Period IV. Popedom — of the Danish and 

Norman Conquests in Eng- 
land. 

Commencement of the Cru- 
E'poch. 5th. e sac^es.— 1100-4. 

Charlemagne, Emperor of the West, 
768-814. — This is the ^-eatest name of 
the dark ages. Charlemagne was terrible 
in war, gentle in peace, wise in council, 
and full of that love for truth, which led 
him to be the patron of science. But 
Charlemagne was born in a day of igno- 
rance ; and his transcendent persona] quali- 
ties were obscured by the moral and mental 
darkness of his age. He conquered Lom- 
hardy ; and eventually made himself mas- 
ter of Italy. Being the son of that Pepin, 
who gave to the pope the Exarcliate of 
Ravenna, he confirmed the gft. He con- 
quered the Saxons and other nations of 
Germany. PVom the Saracens and Moors 
of Spain, he wrested a part of their pos- 
sessions, and extended his empire to the 
Ebro. His ambition was to restore in his 
own person the authority of the Western 
Roman Empire ; and when lie was mas- 
ter of France, Germany, Italy, and a part 
of Spain, he went to Rome, and was 
crowned by Pope Leo III., (800) — and 
by him he was saluted Emperor of the 
Romans. 

After his dominions were settled, he 
studied under the instruction of Alcuin, 



the most learned man of his day. Al- 
cuin's name is on the roof of the Temple, 
in the line of philosophers. Charlemagne 
assisted by Xxiva, founded the University of 
Paris, the first in Europe. He had se- 
cured his subjects by his prowess, from 
all the barbarian tribes, except the North- 
men or Normans. At the thought of what 
his people must suffer, when he was dead, 
from these marauders, he wept. 

Alfred OF England, (872-900.) — This 
is the name of that sovereia:n of England 
of whom alone no ill has ever been al- 
leged. His character presents an assem- 
blage of rare virtues, set off by talents 
and accomplishments. He was learned, 
pious, brave, devoted to his country — in- 
dustrious, sfenerous, and wise. England 
traces the best elements of her present 
civilization to Alfred. He is, in fact, re- 
garded as the founder of the monarchy. 
The laws which he formed, constitute the 
foundation of the present English system 
of jurisprudence ; and the germ of the 
British navy was created by him. The 
learning of the kingdom began with the 
works which he wrote, and the University 
of Oxford which he founded. 

Some account of his parentage will 
bring forward a sketch of the English 
history. The Saxon Heptarchy con- 
tinued from th-e 5th century to 827, when 
Egbert, sovereiga of Wessex, one of the 
seven kingdoms, obtained an ascend- 
ency over all the others, and united the 
Heptarchy under one sovereign. Egbert 
thus became the founder of the Saxon 
dynasty of English kings. Alfred was 



Part II.] 



MIDDLE HISTORY. 



the third son of Eihelwolf, the son of 
Egbert. Before Egbert's death, the island 
was infested bj pirate-hordes of Danes 
or Northmen. Though often defeated, 
they ever came again, in larger and fiercer 
swarms. During the four reigns, which 
occurred between Egbert and Alfred, 
they had, in part, subjugated the island ; 
and during the first part of the reign of 
Alfred, they had defeated and obliged 
him to retire into concealment. How he 
hired himself to a herdsman and watched 
his cows — and how he was scolded by 
his wife for permitting the cakes by the 
fire to burn, I dare say you have already 
heard. And his visiting the camp of the 
Danes in the disguise of a minstrel, and 
thus learning their weakness and their 
carelessness, — that is also, one of those 
favorite common-place passages of his- 
tory, of which we never tire. Alfred, im- 
mediately after this visit, quitted his dis- 
guise, assembled his delighted subjects, 
and defeated the Danes at the battle of 
Ethandiine. Observe the name beneath 
the 9th pillar. 

If sovereigns had always been of the 
character of Alfred, mankind would never 
have sought other g-overnment, than that 
of monarchy. But we cannot find even 
one, of all whom history describes, to 
compare with Alfred. Isabella of )Spain, 
might have borne such a comparison, but 
for the weakness, with which she allowed 
the priesthood to gain over her mind 
an undue ascendency. Alfred was the 
master of himself, as well as of his king- 
dom. 



Othothe Great, of Germany, 9-36 — Y3. 
The empire of Charlemagne survived but 
a short time ; being divided by his sons, 
and subdivided by his grandsons. Like 
the preceding dynasty, they became un- 
worthy of their ancestors — a weak and a 
wicked race. In eastern Germany, five na- 
tions, of whom the Saxons were one, each 
governed by its own duke, formed a con- 
federacy, to unite for defence against the 
terrible Huns, who, fixing their seat in 
Hungary, had invaded them. They chose 
Conrad of Franconia, for their first em- 
peror, and next to him, Henry the Fowler, 
duke of Bavaria. He was succeeded by 
his son Otho the Great, who by the su- 
periority of his genius, and his activity and 
courage in the field, made himself the most 
powerful monarch of his time. 

He determined to set bounds to the 
growing power of the popes; and* to 
make the clergy of his dominions subject 
to himself, rather than to a foreign priest- 
ly authority, residing without his king- 
dom, at Rome. For this object, he claim- 
ed a right to invest with the badges of 
power the bishops of his empire, — or give 
them investiture. Long wars, called " the 
wars of investiture," grew out of this claim, 
— which was resisted by the popes. 

Hugh Capet of France, (98Y — 96.) 
The name and time of this able leader, 
marks the close of the Carlovingian dy- 
nasty in France, and the beginning of that 
of the Capetian, of which Hugh Capet 
was the founder. The second, having like 
the first race of the kings of France, be- 
come imbecile, they also lost their thrones. 



73 



UN I VERS AL HISTORY. 



[Part II. 



because men of ability first performed 
their duties, and then took away their 
titles and their kingdom. 

Canute, first Danish king of Eng- 
land. — After the death of Alfred, the 
Danes aofain invaded England, and al- 
though some were able princes among 
Alfred's posterity, especially Athelstan, 
yet the Northmen gained advantages. 
Meantime, Ethelred, a cruel king, or- 
dered a massacre of the Danes, whom Al- 
fred had permitted to settle in the northern 
part of England. The sister of Sweyn, 
the powerful king of Denmark, was killed. 
He came over in w^ath, and conquered 
England ; of which Canute his son, called 
the Great, became king. Ethelred fled 
to Robert, king of Normandy, whose sis- 
ter Emma, was his second wife. He dy- 
ing, this princess married Canute. Thus 
she was wife to two successive kingfs of 
England. Four who filled the throne, 
were either her sons or step-sons. But 
from these complicated relationships, jeal- 
ousies arose, and she had little domestic 
happiness. 

William the Conqueror op Eng- 
land, (1066—87.) He was the natural 
son of Robert, duke of Normandy, and 
nephew to queen Emma. The English 
crown passed from the Danish kings to 
Edward the Confessor, son of Ethelred 
and Emma, then to Harold, son of Earl 
Godwin, a powerful English nobleman. 
William, meantime, obtained leave of the 
pope, to conquer England ; and landing 
with an army, he defeated Harold in the 
decisive battle of Hastings. Mark the name 



beneath the 10th pillar. I shall ere long 
question you respecting these battles as to 
the time when they were fought, and the 
parties by whom — the occasions on which 
they occurred, and the results. If I were 
to question you concerning the battle of 
Hastings, the questions would be. What 
was its time ? What was the occasion ? 
Between whom was the battle of Hastings 
fought ? Who was the conqueror ? What 
was the change caused by it — that is, the 
result or consequence of the battle ? In 
this case, you would easily answer all the 
questions but the last — and in answer to 
that, you might say, that England by this 
battle, was obliged to receive an oppres- 
sive foreign ruler, who brought his fol- 
lowers, the Norman French, along with 
him ; — ^that to them he gave the offices and 
lands of the old Saxon nobles and barons ; 
— introducing into England the feudal sys- 
tem — and that, finally, William by tliis 
battle, obtained the title of Conqueror, 
and founded the dynasty of the Norman 
kings of England. Such were the con- 
sequences of the battle of Hastings, — al- 
most a chapter of history in a single 
word. 

The Feudal Systi^m. — This is one of 
those phrases which is oftener used than 
understood. But if we consider the cir- 
cumstances out of which it took its rise, 
we shall see that ther6 was reason in the 
feudal system when it was adopted ; al- 
though by a change of circumstances, it 
is not applicable at the present day. But 
let us go back to a time, when the wan- 
derincr barbarian chief at the head of his 



Part II.] 



MIDDLE HISTORY. 



79 



military band, had, like Clovis, or Wil- 
liam of Normandy, conquered a country 
which he meant to settle upon, with his 
followers, and rove no more. What 
should he do with the conquered lands, 
and how should he keep up a military 
organization among his followers, so that 
some other band of roving warriors should 
not drive him and his people away, as he 
had the former inhabitants ? These two 
difficulties were both solved by the feudal 
system. 

The chief regarding the conquered land 
as his own, after keeping what he chose, 
divided the remainder into as many great 
divisions, as he had high officers. These 
held the land during the sovereign's pleas- 
ure, on condition of paying him sums of 
paoney, and appealing in the field at his 
summons with a certain number of war- 
riors. 

Then these great officers, each subdi- 
vided the land belonging to his por- 
tion, among the officers next in grade, 
who were to bring, at his command, a 
certain force to the field. If there were 
inhabitants in the conquered country, they 
wei'e made serfs, or servants of the con- 
querois, and were transferable with the 
lands. And this disposal of the land 
for military service, was called the feudal 
system. The high officers in England 
were called earls or counts, and their por- 
tions of the land, earldoms or counties. 

It was by William's introduction of the 
feudal system into England, that many of 
the Norman French became nobles in 
England, while the Saxon nobles were 



degraded and the people made serfs. 
But they were too numerous not to be 
feared ; and by degrees the Saxon race 
rose from their long and severe depres- 
sion. 

HiLDEBRAND, PoPE GrEGORY VII., 

1013 — 85. 

There is a mysterious something in the 
sound of words ; so that a name like a 
countenance, seems expressive of charac- 
ter. This is an illusion against which we 
should, in most cases, be careful to guard 
our minds. But when the sound of the 
name harmonizes with the qualities of 
the person, the memory is thereby aided 
in retaining both. It is partly on this 
account that we have preferred to set 
on the 10th pillar, the original name 
of the man " Hildebrand," rather than 
" Gregory VII.," his appellation as pope. 
Not Alexander or Csesar, more aspired 
to universal dominion, than did Hilde- 
brand. Though of low extraction, he 
raised himself to th^ Papacy by the force 
of his genius, and the supposed sanctity 
of his character. But when great war- 
riors made attacks, they effected subjec- 
tion by visible arms, which threatened 
the body ; but Hildebrand sought to sub- 
jugate the Christian nations by spiritual 
arms, which threatened men's character 
in this life, and, according to the supersti- 
tious belief of the times, their eternal 
happiness or misery in the life to come : 
for the popes claimed that they had the 
power of sending to heaven or hell whom- 
ever they pleased ; and the people of 
those days allowed the claim. From this 



80 



UNIVERSAL HISTORY. 



[Part II. 



belief did the hold, ambitious, and un- 
scrupulous Hildebrand, construct a system 
of oppression, to which mere secular 
tyranny can bear no comparison. 

He assumed the right of governing as 
God's vicegerent, all kings and princes. 
And by establishing this arrogant assump- 
tion, Oregory VII. laid the foundation of 
what vjas in truth, though not in name, tllC 

EsiapiFe of the Popes. It com- 
prised after the conquest of Judea, all the 
countries on the Chart, over which passes 
the line of the Crusades. 

It was more especially in the contest 
with Henry IV., Emperor of Germany, 
that Hildebrand caused his power to be 
so severely felt, that none dared resist 
it. We have already shown, in the bi- 
ography of Otho the Great, that the 
pope claimed the right of the investi- 
ture of bishops, and the obedience of all 
ecclesiastics. Henry, like Otho the Great, 
resisted this claim, as regarded his own 
dominions. The pope, in the most ar- 
rogant language, excommunicated and 
deposed him ; declaring that Henry's ser- 
vants were absolved from all their duties 
towards him ; and that his rival, Rudolph, 
should be emperor in his stead. 

The pope's excommunication in those 
days, was a dreadful infliction. The 
servants of an excommunicated king, had 
such a horror of his person, that they 
would even refuse to touch a vessel, from' 
which he had eaten. The proud emperor 
of Germany, to obtain a remission of this 
terrible sentence, made a humble journey 
to Italy to see the pope. Three winter- 



days, did the haughty Hildeb»and keep 
the monarch, barefooted and clad in 
sackcloth, standing in the outer court of 
the fortress in which he sojourned, be- 
fore he deigned to receive him. 

When Hildebrand (Pope Gregory VII.) 
rode forth, he sometimes caused kings to 
hold his stirrups. 



CHAPTER XIII. 

MIDDLE HISTORY. 

Epoch 5th. • Commencement of the Cru- 
sades. — Date 1100—4. 

Period of the Crusades — 
OF THE Empire of the Tar- 
tars UNDER JeNGHIS KhAN 

Period V. of the Mongols under Tam- 

erlane, AND of the " Union 
of Calmar," under Margaret 
Waldemar. 

The Discovery of America. 
Epoch 6 th. • _i500— 8. 

Tlie Crusades were invasions by 
vast armies of European Christians, of the 
Turkish dominions in Asia ; for the pur- 
pose of recovering from these infidels, the 
places, which, as the scenes of our Sa- 
viour's life and death, were regarded as 
holy. Of these, that considered as the 
most holy, was the sepulchre. Hence, 
the object of the Crusades was often said 
to be, — to rescue the Holy Sepulchre. 

Some account of the progress of Chris- 
tianity is necessary, before the Crusades 
can be understood. " The Hefonnation," 



Part II.] 



MIDDLE HISTORY. 



81 



as well as the Crusades, is on the floor- 
work of the Temple and the Chart ; and 
you might properly ask, what there was 
in the church to be reformed, as well as 
"what were the Crusades, and why were 
they undertaken. 

We have seen how Christianity began 
from the manger of Bethlehem, and was 
during three centuries, persecuted by the 
Roman government, — the sole authority 
which could have sustained it, had it 
stood in human power. That it did not 
stand in human, but in divine support, is 
evident from, this, — that, when left by hu- 
man governments, or when opposed by 
human rulers, then true Christianity flour- 
ished the most. Then it was, that the 
Christian Church, existing in its primeval 
purity, spread throughout the Roman 
Empire. 

The historian Gibbon, who is the most 
artful enemy which has ever written 
against this religion, says, that men em- 
braced Christianitj^, although they knew 
that in those days, they must sacrifice all 
that this life affords, merely because they 
believed that it would be a good bargain, 
if thereby they should gain eternal felici- 
ty beyond the grave. Now I wish the 
youngest of you would consider this ar- 
gument. 

In the first place, the heaven which 
Christianity offers, where those who are 
saved will be made holy like Christ, 
would no more induce worldly people to 
give up all that they naturally love, than 
the promise of being allowed to go to 
church, would induce a party of idle, 
11 



wicked boys, to leave their play and go 
to woi'k. In the next place, suppose 
some person should rise up in the city of 
New York, and invite all the people to 
leave their luxurious homes, their enter- 
tainments, and rich clothing, and become 
poor, despised day-laborers ; — promising 
them if they would do so, that after a 
few years, they should have palaces to 
live in, and be made kings and queens. 
What would the people say ? Would 
they in the least regai'd this, unless the 
person should give them the most sub- 
stantial proofs, that what he said was 
true ? Would a dozen of those who ac- 
companied this person, and knew that he 
was a liar, give up every thing for his 
word, and become poor despised day- 
laborers ? Now, the Apostles must have 
known whether Christ was a liar, or whether 
he performed such true miracles, as none 
could do, without help from God. They 
must have known, whether he rose from 
the dead or not. Yet these men, for the 
love of Christ, did more than to become 
day-laborers. They not only labored and 
w^ere poor, but they cheerfully endured 
even death itself for his sake. 

We do not, therefore, agree in opinion 
with Mr. Gibbon ; but we think that men 
embraced Christianity in those early days, 
because they were constrained by that 
Holy Spirit of Truth, promised by Christ, 
lo believe that "Jesus Christ came into 
the world to save sinners." Believing 
this, they sought to obey, and to be like 
him. Thus, looking to him, they became 
renewed in the temper of their minds ; 



82 



UNIVERSAL HISTORY. 



11. 



and they were thenceforth ready to do, or 
to suflfer his righteous will. 

History presents no parallel to the es- 
tablishment of Christianity. Mahomet's 
religion spread as well a^ that of Christ ; 
but it spread like the empires of Alex- 
ander and Jenghis Khan, by the sword. 
Mahometanism, like Mormonism, flattered 
men's pride and avarice, and other evil 
passions. Christianity, as left by its 
founder, is a pure, a humble, and a self- 
denying religion. And as such, for 300 
years, it continued through all its perse- 
cutions, to make converts ; until in the 
time of Constantine, it became the re- 
ligion of the majority of the inhabitants 
of the vast Roman Empire. 

Up to this time, Christ's religion was 
embraced only by its true disciples ; but 
after it became the road to power, and to 
the favor of the emperor, — then the 
ambitious and intriguing found their in- 
terest promoted by professing Christiani- 
ty. Such men, making great pretensions 
to sanctity, became in many instances, 
bishops. 

Then, these ambitious prelates sought 
to extend their power among the peo- 
ple, and they quarrelled for supremacy 
amono; themselves. In the beginning of 
the 5th century., there were five bishops 
among those of the great cities, each of 
which strove to become head of the whole 
church. These were the bishops of Rome,- 
Constantinople, Alexandria, Antioch, and 
Jerusalem. 

In 552, Justinian convoked a council, 
(the fifth that had been held,) which met at 



Constantinople ; and although the bishop 
of Rome was in that city, yet the bishop 
of Cunstantinople (called also the Pa- 
triarch) presided in the council. These 
facts show that the supremacy of Rome 
did not exist, in the earliest ages of the 
Christian church. 

In the 6th century, the contest for su- 
premacy was only between Rome and 
Constantinople. All the other churches 
gave way to these two. The Greek em- 
perors, (as those of the Eastern Roman 
Empire were now called,) of course, up- . 
held the supremacy of the patriarchs of 
Constantinople. At the close of the 8th 
century, as has been already related, a 
dispute arose concerning the propriety of 
having images in churches, — the Roman 
church maintaining, and the Greek church 
denying it ; and this quarrel became so 
warm, that the two branches of the church 
divided, and never afterwards reunited. 

Olga, a Russian princess of the lOtli 
century, being taught the Christian re- 
ligion at Constantinople, — she, on her re- 
turn, introduced the Christianity of the 
Greek church into Russia ; and at this 
day, this is the religion of the great Rus- 
sian Empire. Greece also retains her at- 
tachment to the Greek church; but as 
before remarked, other Christian nations 
and Christian churches, if they look back 
to their church-parentage, will find their 
Christian ancestry in the church of Rome. 
With tliis church, then, our own history 
is intimately connected. 

In this church, the primitive simplicity 
of the Christian worship, had gradually 



Part II.] 



MIDDLE HISTORY. 



83 



degenerated. Not only were images lield 
sacred, but also the relics of saints. 
Monasteries were introduced in the 6th 
century, — and by the 8th and 9th, had 
spread themselves over Southern Europe. 
The priesthood, forbidden to marry, were of 
no country, and thus they were fully the 
servants of the pope ; the title now given 
to the Bishop of Rome. The worship of 
the Virgin Mary was introduced ; as also 
that of the sacramental bread and wine ; as 
being after the priest's consecration, part 
of the real person of Christ. Such was 
the downward tendency of Christianity, 
when it was left to strucja^le, as we 
have seen, with the gigantic power of 
Mahometanism ; by which it was pressed 
on all sides, and to human view threat- 
ened with destruction. But Charles Mar- 
tel repulsed the Moslems at Tours ; the 
Greek emperors for centuries kept them 
at bay on the east, and Otho the Great 
of Germany, drove them from the south 
of Italy, where their invasions had been 
frequent and terrible. 

With the reverence which had grown 
up in Western Europe for the relics of 
saints, there was also a great veneration 
for those holy places, which were the 
scenes of the Saviour's sufferings. Pil- 
grimages were made to them, and regard- 
ed as meritorious. The Caliphs, for a 
time, encouraged this passion of the Chris- 
tians, and by taxing the pilgrims, made 
it profitable to themselves. At length 
the Turks, a fierce barbarian horde of 
the Mahometan faith, from the east of 
the Caspian, came into possession of the 



Holy Land ; and they abused the pil- 
grims. These wayworn wanderers, after 
toiling from distant parts of Europe, were 
often, on arriving at Jerusalem, debarred 
an entrance into the city ; and such hard- 
ships were inflicted upon them, that their 
way was strewed with the dead and 
dying. 

Those who returned, spread through 
Europe the tale of their distress. It 
reached the ears of the pope. Urban II. 
Among the pilgrims who returned to re- 
late the sufferings endured in the Holy 
Land, was Peter the Hermit, a man of 
great eloquence. By permission of the 
pope, he went through Europe, 1095, 
preaching to the people, alread_y incensed, 
to rise and rescue the Holy Sepulchi'e 
from the hands of infidels. The pope 
seconded his efforts, and princes and peo- 
ple rose at the call ; — and these collected 
such armies, as Europe had never sent 
forth before. 

The zeal of the Crusaders at first out- 
ran their discretion. In 1096, an army 
of 700,000, under Peter the Hermit 
and Walter the Penniless, set out; but 
not being provided with necessaries or 
properly disciplined, they perished on the 
way. 

But another army was pressing on- 
wards, headed by the most able leaders 
in Europe. You see some of their names 
on the Temple, in the department of war- 
riors for the 12th century; — Godfrey 
OF Bouillon, duke of Lorraine, and after- 
wards made king of Jerusalem, who was 
their leader, — Baldwin his brother, — 



84 



UNIVERSAL HISTORY. 



fPART 11. 



Tancred, — called the flower of chivalry, — 
and many others. 

The Crusaders passed on through Con- 
stantinople. Alexius Comnenus was em- 
peror. His daughter, Anna Comnena, 
the historian of this first Crusade, speak- 
ing of the numbers who came, says, " It 
seemed as if all Europe, loosened from 
its foundations was precipitating itself 
upon Asia." The Crusaders besieged 
Nice, with an army of 600,000 — took 
that city, and proceeded to Antioch, 
where they were met by the Persians 
and Turks, who there besieged them. 
Great numbers of the Crusaders died by 
disease and famine. At length they sallied 
out, fought, desperately, and won the 
great battle of Antioch. (It is on the 
Temple beneath the 11th pillar.) The 
Mahometans lost 60,000 men. The Chris- 
tians proceeded to Jerusalem, took the 
city, when Godfrey of Bouillon (1099) 
was made king. Baldwin his brother, 
succeeded him, and for a time the king- 
dom of Jerusalem flourished. The Cru- 
sades broke the power of the Turks ; and 
kept them for a time from Europe. 

Connected with the Crusades is the in- 
stitution of knighthood or Chivalry, 
which began in Normandy in the 11th 
century. The young men who took upon 
them the obligations of chivalry, were 
called knights, and they solemnly, by 
oath, undertook to right wrongs, — espe- 
cially those against God, and against the 
female sex. This sex had been rising in 
the scale of humanity. Christianity had 
taught, that in the sight of that God, 



who tries the heart, there is neither 
male nor female, but all are equal in 
Christ Jesus. The feudal system had 
placed woman in a new position in the 
family circle. The lords and barons, 
who erected large fortified castles in the 
midst of their great, and often, solitary do- 
mains, had none, Avith whom they could 
associate on terms of equality, but their 
own families. Hence, wives and daughters 
came to have a value which was unknown 
before men learned to enjoy the delights 
of home. 

Noureddin, Sultan of Stria, Egypt, 
&c., (1145 -74.) This able Turkish* 
prince, recovered from the Crusaders a 
great part of their conquests — extended 
his empire from the Tigris to the Nile, 
and was the most powerful Mahometan 
prince of his time. His nephew Saladin, 
was an honor and support to his throne. 
Noureddin was much valued on account 
of many virtues. When he died, the op- 
pressed poor cried in the streets, Noured- 
din ! Noureddin ! where art thou ? 

Saladin, Sultan of Egypt, Syria, 
&c., (1187.) The accomplished Saladin, 
so celebrated in the history of the third 
Crusade, was the nephew of Noureddin, 
and had accompanied his armies into 
Egypt. Ultimately he ascended his 
uncle's throne, and by conquest extended 
the Turkish Empire of Syria over Egypt, 
the Barhary States, and Arabia. He re- 



* He was not of the Seljukian, but of the 
Attabek Turks. The Ottoman Turks are the 
founders of the present Turkish Empire. 



Part II.] 



MIDDLE HISTORY. 



85 



covered from the Christians, Jerusalem and 
all Palestine except Tyre. 

The second Crusade was undertaken 
(1147) by Louis VII. of France; and 
was productive of little else, beside dis- 
asters to that monarch. 

Richard I. op England, (1189 — 99.) 
This name brings to the imagination of 
the reader of history and romance, .the 
tall figure of a mail-clad knight, of giant 
strength and mighty prowess. No single 
arm, we read of, could wield such blows. 
No warrior could so stand against a host, 
as Richard the lion-hearted. Gunpowder 
was not then invented. After it was, 
wars became less frequent. Richard was 
also a minstrel. He could not only fight 
for his ladye-love, but he could make 
verses, and sing them with the accompani- 
ment of a lute ; — and he is, therefore, re- 
garded as one of those, who began to 
cultivate, in these dark ages of violence, 
a taste for the gentler arts, which after- 
wards led to a more polished state of so- 
ciety. 

Richard was a descendant of William 
the Conqueror. Having caught the zeal 
of the times, he engaged in the third Cru- 
sade with Philip Augustus of France, who 
was one of the ablest sovereigns of that 
nation. 

On the plains of Palestine, Richard, 
the most accomplished warrior of Europe, 
met in battle Saladin, the most ac- 
complished warrior of Asia. If Richard 
was the abler soldier, Saladin was the 
better commander. The Christians, al- 
though they killed many of the Turks, 



failed of regaining the Holy Sepulchre. 
Artd although other crusades were under- 
taken in the two succeeding centuries, yet 
the Turks retained Palestine ; and to this 
day it is in their possession. 

Jenghis Khan, founder of the Em- 
pire OF THE Tartars, (1206 — 27.) The 
name of this man, the son of a barbarian 
in the north of Asia, has become a won- 
der and abhorrence of the world, and we 
hope will remain so to all generations ; for 
as no man before him, had ever been so 
great a murderer, so we hope no one to 
come, may ever equal him in disregard of 
human life. He made conquest after con- 
quest, until his kingdom extended through- 
out the whole of northern and central 
Asia. 

His grandson Kouli Khan, conquered 
that part of China which had escaped 
his grandfather Jenghis — built Pekin — 
made it his capital, and subjected Bengal 
and Thibet. Another of the grandsons of 
Jenghis, conquered Persia about the mid- 
dle of the 13th century, and subverted the 
empire of the Caliphs. Another of the suc- 
cessors of Jenghis, conquered Russia and 
invaded Poland. The empire of Jenghis 
afterwards became divided, and the west- 
ern part embraced Mahometanism. The 
execrable cruelty of Jenghis Khan, was 
such, that he caused the death of more 
than FOURTEEN MILLIONS of humau beings. 

Edward I. of England, (1272-1307.) 
Edward was one of the most able and 
ambitious of the kings of England, and 
his reign is memorable in English history, 
from his conquest of Wales. This was 



86 



UNIVERSAL HISTORY. 



[Part II. 



the country to which, when the Saxons 
prevailed, the ancient Britons had re- 
sorted ; and which, up to this time, had 
been governed by their native kings. The 
bards of Wales had, in those early days, 
much celebrity ; and being, as poets usu- 
ally are, patriotic, — Edward is accused of 
having destroyed them. He conquered 
Lewellyn, the last native king of Wales. 

Edward also, partly by fraud, and 
partly by force, gained supremacy over 
Scotland ; notwithstanding the great and 
noble efforts of Wallace, the Scottish 
champion. His name is on the roof of our 
Temple, as his fame has long been high 

in the annals of history. The Scots, 

however, regained their liberty in the 
reign of Edward II., principally by the 
valor and abilities of Robert Bruce, who 
commanded them at the battle of Ban- 
nockhurn, 1314. 

This was one of those battles which 
make great changes. It restored the 
government of Scotland to a native sov- 
ereign ; for Bruce, who was victorious, 
became king. Suppose you take pencils, 
and put down Bannockburn under the 
14th pillar^ of your unpainted copies of 
the Temple. You can add names to the 
parts of the Temple where they belong, 
whenever you see occasion. 

Tamerlane, Sovereign op the Mo- 
gul Empire, (1369-1405.) He was a 
descendant in the female line of Jenghis 
Khan, and was the greatest conqueror of 
his time. The Turks had become power- 
ful, and headed by Bajazet, they were 
pressing hard upon the remains of the 



Greek Empire at Constantinople. Tam- 
erlane overcame them in the battle of 
Angora, and proudly carried about his 
c^iptive rival in an iron cage. His em- 
pire extended over a large part of north- 
ern Asia. 

Margaret Waldemar, Que^en of Den- 
mark, Norway, and Sweden, (1387- 
1414.) These three nations were united 
by this sovereign in the "Union of Cal- 
rnar" and governed by her with great 
ability. She established many wise regu- 
lations ; and during her reifjn, commerce 
and the arts made, in those northern 
regions, great advances. Her successors 
proved inefficient, and the Union of Cal- 
mar did not long continue. 

Henry V. of England, (1413—22.) 
We now come down in time to those 
characters of English history, which are 
made famihar as household words, by 
the genius of the great poet Shakspeare, 
who lived in the reign of Elizabeth. Who 
has not heard of " Hal" and the " Fat 
Knight," Sir John Falstaff ? Henry V. is 
the same " Hal." He was unpromising 
in his youth ; but when he became sov- 
ereign, he left his profligate associates, and 
became one of the most able, active, and 
energetic of England's kings. He was the, 
second sovereign of the House of Lan- 
caster. His history is connected with 
bloody wars, in which the English and 
French were for a part of two centuries en- 
gaged. They grew out of a claim Avhich 
the English sovereigns made to the crown 
of France, through one of the queens or 
England, who was a French heiress to 



Part III.] 



MODERN HISTORY. 



S7 



great domains. Henry invaded France 
with an army, and was victorious at the 
great battle of Agincourt. The king of 
France made peace, by giving Henry his 
daughter Catharine in marriage, and ac- 
knowledging him as his heir to the French 
crown. 

Mahomet II., Sultan of Turkey, 
(1451—81.) 

The time had now come for the 

Final ovea'lhroiy of the Ro- 
man filBipire. Constantinople fell 
before the armies of Mahomet II., Sultan 
of the Ottoman Turks. He besieged and 
took it 1453. Observe from the Temple 
how many centuries, and during what cen- 
turies this city had stood, from the lime 
when Constantine the Great made it the 
capital of the Roman Empire, to that in 
which it was conquered by the Turks, Its 
last emperor, as its first, bore the name of 
Constantine, and the city included the same 
name. It is a curious coincidence, that 
Rome, which was named after its founder 
Romulus, had for its last emperor a 
Romulus also, though with the surname 
of Augustulus. 

John II. of Portugal, (1481—95.) 
This sovereign is distinguished for his pat- 
ronage of navigators, and for the great ac- 
quisitions of territory, which he thereby 
made for Portugal. Under him Bartholo- 
mew Diaz discovered the Caqye of Good 

Hope, — and Yasco cic ^anaa, by 

sailing round this Cape, discovered 

the pas§age to iBidia hy ^vay 
or the Indian Ocean ; while 

about the same time, Cabhal discovered, 



and secured for the crown of Portugal, 
the vast region of Brazil. 



CHAPTER XIV. 
Part III. 

MODERN HISTORY. 

As the subject of Modern History dif- 
fers from that of either Ancient or Middle, 
because a new world is introduced, and 
many independent powers are now to be 
regarded simultaneously as well as in suc- 
cession, we shall here adopt a method 
somewhat diSferent from the preceding. 
The dates of the epoch must be thorough- 
ly learned, and traced on the Chronogra- 
pher ; then the length of the period no- 
ticed, and its historic time shown. The 
events noticed in our brief sketch will be 
divided into three parts, each going through 
the time of the Period ; — the events of 
Europe, those of England, and those of 
America ; and of these thiee divisions, 
that will be placed first in the Peiiod, 
which seems most proper to lead the other 
two. The events of each will be placed 
as much as possible in the order of time. 
This part of the book should be tho- 
roughly learned ; and, in the oider in 
which the facts are set down, because the 
order as far as possible marks the time.* 

* If exact dates are required, they will all be 
found in the chronological table of the Universal 
History. This book is not made for a book of 
reference. 

It vvouid seem a more simple plan to divide tiia 



88 



UNIVERSAL HISTORY. 



u 



in. 



Epoch 1st. 



Pkriod I. 

From 1492- 

1559, 

6T years. 

Epoch 2d. 



Discovery of America. — 
1492. ^ 

Period of the Great ex- 
tension OF Knowledge and 
OF Commerce — of the Refor- 
mation. 

Peace of Chateau Cambre- 
sis, which closes the Wars of 
the Reformation. — 1559. 



Principal Events of Period I. in Eu- 
rope. — 1. Great extension of the knowl- 
edge of the earth's surface by successive 
discoveries made on the continent of Ame- 
rica, and by Vasco de Gama's discovery 
of a passage to India by sea, round the 
Cape of Good Hope. 

2. Great extension of trade and com- 
merce, principally in consequence of the 
new regions now opened, which afford new 
articles for consumption in Europe, and 
new markets for European productions. 
Improvements are made in navigation which 
tend to the same resiilt. 

3. Great extension of genera] informa- 
tion, by means of the Art of Prill t- 
ingj which multiplies copies of books. 

4. Great extension of the knowledge of 
the heavenly bodies by means of the dis- 
covery of the true Solar System hy Coper- 
nicus, and other astronomers. 

5. The breaking up of the great empire 
of the Popes, by means of the Kefor- 
filiatioai, in which Martin Lutheii is 



events by centuries, rather than by periods con- 
taining parts of centuries, but the nations are of- 
ten found in the midst of a war, or of some great 
change, just at the close of a century. 



the chief agent ; and by which the Popes 
lose the greater part of Germany, Swit- 
zerland, England, Scotland, Holland, and 
Sweden. Bloody wars are made to up- 
hold the empire of the Popes ; in which 
Charles V. of Germany was the chief 
leader against the Protestants, — as those 
were called who were opposed to the pope 
and the Roman Catholic religion. 

Principal Events of Period I. in Eng- 
land. — 1. The ownership of the Coast of 
North America obtained by the discoveries 
of the Cahots. 

2. The independence of England from 
the empire of the popes accomplished by 
Henry VIH., for the purpose of divorcing 
his virtuous queen Catharine, the daughter 
of Isabella of Spain, and mother to Mary 
the Bloody, in order that he mig-iit marry 
a young woman, Anne Boleyn, the mother 
of Queen Elizabeth. 

3. The establishing of the present Eng- 
lish Church, in the reign of the amiable 
and shortlived young king, Edward VI., 
only son of Henry VIII. 

4. The execution of Lady Jane Grey, 
who had been led by her relations to as- 
sume the crown in opposition to the rights 
of Mary, who succeeded her father, Henry 

vni. 

5. The persecutions of the Protestants 
by Mary the Bloody, (to which she was 
incited by her husband, Philip of Spain,) 
and in which John Rogers was the first 
martyr. 

Events of Period I. in America. — 1. The 
discovery of the coast of North America 
by John and Sebastian Cabot, by v.'hich 



Part III.] 



MODERN HISTORY. 



89 



the territory of the United States belonged, 
by right of discovery, to England. 

2. The discovery of Brazil by Cabral, — 
for Portugal. 

3. The conquest of Mexico by Cortez, — 
for Spain. 

4. The conquest of Peru by Pizarro, — 
for Spain. 



Epoch 2d. 



Period II. 

Fronn 1559- 

1610, 

51 years. 

Epoch 3c?. 



Peace of Chateau Cambre- 
sis. — 1559. 

Period of the Wars of 
THE League — of the Union 
OF THE Crowns of England 
AND Scotland. 

The Assassination of Henry 
IV. of France.— IGXQ. 



Events of Period II. in Europe. — 1. The 
wars of the League against Protestants, 
70,000 of .whom are murdered at the 
massacre of St. Bartholomew. 

2. The accession of Henry IV. to the 
crown of France, which closes the wars of 
the League. 

3. Holland becomes, after bloody wars, 
an independent and powerful republic. 

Events of Period II. in England. — 
1. Great increase of political importance 
and internal prosperity, in consequence of 
the wise administration of Elizabeth. 

2. Union of the crowns of Scotland and 
England in the person of James L, suc- 
cessor of Elizabeth, and son of Mary Queen 
of Scots. 

Events of Period II. in America. — 
1. Cruel treatment of the natives by the 
Spaniards. 

12 



2. Ineffectual attempts at colonization 
in the United States, made by Sir Hum- 
phrey Gilbert and his brother-in-law. Sir 
Walter Raleigh. 

3. Settlement made at Jamestown, Vir- 
ginia, by an English colony led by Capt. 
John Smith. 

4. Discovery of Hudson River by Hen- 
ry Hudson, an Englishman, in the employ 
of the Dutch. 



Assassination of Henry 
/F.— ICIO. 

Period of the Thirty 
Years' War in Europe — the 
Civil War in England, in 
consequence of the deposi. 
TioN of Charles I. 

The Treaty of WestphaUn, 
which closes the Thirty Years' 
Waron theContinent, — theBe- 
heading of Charles I., which 
closes the Civil War in Eng- 
land.— 1648. 



Epoch 3d. 



Period III. 

From 1610- 

1648, 

38 years. 



Epoch Ath. 



Events of Period III. in Europe.- 

thirty years' ^war. A most iniqui- 
tous shedding of human blood, and deso- 
lating of the countries of central Euj-ope, 
because the rulers willed it, and the peo- 
ple, ignorant of their strength and their 
rights, suffered themselves to be led in 
great armies, to kill and be killed. This 
war was mostly stirred up by Cardinal 
RicheUeu of France. The ipilitary hero 
of the thirty years' war, was Gustavus 
Adolphus of Sweden. Sweden was at 
this time a powerful kingdom. 

Events of Period IIL in England. — 
Civil war on account of the tyranny of 



90 



UNIVERSAL HISIORY. 



[Part III. 



King Charles I., the son of James I. The 
people are dissatisfied, the Parliament re- 
sist, and bloody battles are fought. Oliver 
Cromwell heads the king's opponents. 

Events of Period III. in America. — 
1. The settlement of Albany. 2. The 
landing of the Pilgrims. 3. Settlement of 
Massachusetts Bay — of Connecticut — New 
Haven, and Rhode Island. 4. A bloody 
Indian war in Virginia, and the Pequod 
war in New England. 5. The beginning 
of the American Confederacy in the 
Union of Plymouth, Massachusetts Bay, 
Connecticut, and New Haven. 

Epoch ith. • The Treaty of Westphalia. 
—1648. 



Period IY. 

From 1648- 

1713, 

65 years. 



Epoch 5 th. 



Period ok Louis XIV. of 
France — of the Common- 
wealth, THE Restoration, 
and the Revolution in Eng- 
land. 

The Peace of Utrecht, clo- 
sing the war of the Spanish 
Succession. — 1 713. 



Events of Period I V. in England. — 
1. Of Oliver Cromwell and the Com- 
monwealth. 2. The Restoration, (1660,) 
when Charles II., a good-natured but 
profligate and bad king, is restored to the 
throne of his father Charles I. 3. The 
ReVOltstlOBl, (1688,) when James II., 
brother of Charles II., is forced by the 
English people to abdicate his throne ; and 
William III. is called from Holland to 
succeed him. By this, the English people 
taught their kings, that if they became 
bad sovereigns, they might possibly be 
turned out of office. 4. The continental 



wars in King William's and Queen Anne's 
reigns. The Duke of Marlborough was 
the most celebrated English general of 
Queen Anne's reign. 

Events of Period IV. on the Continent 
of Europe. — 1. Louis XIV. of France, to 
make himself a great monarch, causes 
bloody wars, the last of which is Ttie 

Thirteen years' ^var of the 

§paaiish Ssiccessioaa. This was 

made because he desired that a certain 
boy, who was his grandson, should become 
king of Spain ; and other nations, fearing 
that the Bourbon family would become too 
powerful, united to prevent it. This was 
one of the wars, which were made in 
Europe, to preserve the balance of power. 
2. The commencement of the great power 
of Russia, by the talents and industry of 
Peter the Great. 

Events of Period IV. in America. — 
1. New York taken by the English from 
the Dutch, with whom Charles II. made 
war, because he was meanly hired with 
money, by Louis XIV. of France. 2. King 
Philip's war, (1675.) 3. The settlement 
of Pennsylvania by William Penn. 4. Great 
sufferings caused by French and Indian 
wars. The French of Canada (their sove- 
reign being at war with King William and 
afterwards Queen Anne) influence and lead 
the Indians, who love fighting and mid- 
night murder, to come to Deerfield, Sche- 
nectada, and other places, and cruelly mas- 
sacre the people. These French and In- 
dian wars are called, in the history of the 
colony. King William's and Queen Anne's 
Wars. 



Part III.] 



MODERN HISTORY. 



91 



Epoch oth. 



Period V. 

From 1*713- 

1748, 
35 years. 



Epoch 6 th. 



The Treaty of Utrecht, 
which closes Queen Anne's 
war. — 1713. 

Period of the Pretenders 
IN Great Britain — of the 
Wars of the Austrian Suc- 
cession ON the Continent. 

The Treaty of Aix-la- 
Chapelle, which closes the 
war of the Austrian Succes- 
sion.— 1748. 



Events of Period V. on the Continent of 
Europe. — 1. Wars between the Turks and 
Austrians, in which Prince Eugene finally 
defeats the Turks at Belgrade. 2. The 
wars of the Polish Succession. 3. The 

Eig^ht years' ^war of tSie Aos- 

trian Succession, in which Fred- 
eric the Great of Prussia, very ungen- 
erously makes war upon Maria Theresa 
OF Austria, to prevent her succeeding to 
her father's dominions, and to conquer 
Silesia, one of her territories. 

Events of Period V. in England. — 1. 
The accession of George I., a descendant 
of James I., the first king of the House 
of Hanover. 2. The disturbances caused 
by the son and grandson of James 
II., called the Pretenders ; — the last 
of whom, Charles Edward, was finally 
defeated at the battle of Culloden in Scot- 
land. 

Events of Period V. in America. — The 
old French war, caused by the war of the 
Austrian succession, in which England 
took part against France. Louishurg is 
taken from the French, hy the Colonists, 
under Col. Pepperell. 



Epoch 6 th. 



Period VI. 

From 1748- 

1776, 

28 years. 



Epoch 1th. 



The Peace of Aix-la- 
Chapelle, lohich closes the 
war of the Austrian Succes- 
sion. — 1748. 

Period of the Seven Years' 

War THE BEGINNING OF THE 

American Revolution. 

The Declaration of Inde- 
pendence, by the Republic of 
America. — 1776. 



Events of Period VI. in America. — 1. 
The French war, called in Europe the 
Seven years' war. The quarrel between 
England and France, now begins in Amer- 
ica ; the French claiming all lands on the 
waters of the Mississippi, and the English 
claiming the countries from the Atlantic 
to the Pacific. In this war, occurred the 
Massacre of Fort William Henry, — Brad- 
dock's defeat, — the beginning of the pub- 
lic career of Crcorg^e "Waslilng"- 
ton, — the battle of the Heights of 
Abram, in which Gen. Wolfe dies in the 
moment of victory, — the taking of Que- 
bec, and finally of all Canada, which is 
thenceforth owned by the British. 

2. The beginning of the Aimei'lCail 
MeTOllltlOEl. The English wish to 
draw a revenue from America, and to 
humble the Americans, who, they think, 
are too independent. The men of Amer- 
ica resist, and will not allow themselves to 
be oppressed and enslaved, and their 
property taken from them by taxes laid 
without their consent. 2. The meeting of 
an American congress. 3. The battles of 
Lexington and Bunker Hill. 4. The ap- 
pointment by congress of Geouge Wash- 



92 



UNIVERSAL HISTORY. 



[Part III. 



INGTON as commander-in-chief. 5. The 
Declaration of Independence. 

Events of Period IV. in England, 
Ear ope, and Asia. — 1. Tlie Seven 
years' wai* begun in America, extends 
to India, where arise British wars both 
with tlie French and the natives. One of 
the native chiefs, Sarajah Dowlah, shuts 
up, in the Black Hole of Calcutta, 180 
British subjects to be suffocated. He 
was conquered by Lord Clive, who 
gained the battle of Plassey. 2. After 

the Peace of Paris, which closes 

the Seven years' war, the British Parlia- 
ment begin to make laws to tax America 
without her consent, and refuse 'to grant 
the petitions of the Americans. They 
send troops to America to enforce their 
oppressive acts, which brings on actual 
war. 



Epoch 1th. 

Period VII. 

From 1776- 

1804, 
28 years. 

Epoch 8 th. 



The Declaration of Ameri- 
can Independence. — 1776. 

Period of tghe French Re- 
volution THE CLOSE OF THE 

American Revolution. 

The Coronation of Napo- 
leon.— 1804. 



Events of Period VII. in America. — 
1. The disastrous battle of Brooklyn, and 
the consequent depression of the Ameri- 
cans, as manifested in Washington's gloomy 
retreat through New Jersey. 2. The 
change to better prospects by Washing- 
ton's winning the battles of Princeton 
and Trenton, — by the American troops 



under Gates taking Burgoyne's army at 
Saratoga, — by the arrival of Lafayette 
and other foreigners, — and finally, by the 
treaty of alliance with France, by means 
of which the Americans were assisted with 
soldiers, ships, and money. 3. The final 
triumph of the Americans, by the capture 
of Cornwallis's army at Yorktown. 4. The 

Peace of Versailles, by which 

Great Britain acknowledged the indepen- 
dence of America. 5. The adoption of 
the present federal constitution. 6. The 
great prosperity of the country under the 
eight years' presidency of Washington, the 
four years of the elder Adams, and the 
eight years of Jeff"erson.* 

Events of Period VII. in England. — 
1. The great increase of national debt by 
the American war, with the loss of Amer- 
ican colonies. 2. Increase of maniifactures, 
of commerce, and of naval power. 3. Great 
expenses incurred by vast sums paid to 
nations unfriendly to France, to help 
forward the war against the French. 
4. Brilliant victories at sea by Lord Nel- 
son. 

Events of Period VII. in Europe. — 

1. The French Revolution. 

The French people, oppressed by their 
profligate and extravagant kings, rise in 
revolt, and by a Convention of their lead- 
ing men, attempt to establish a republic. 
After beheading their king, Louis XVI., the 
Fiench at Paris fell into the shocking dis- 
orders, and blasphemous impieties of the 



* His presidency closed in 1809, five years after 
Napoleon's coronation. 



Part III.] 



MODERN HISTORY. 



95 



"reign of terror." 2. IVapoieOll 
Honaparte^ placed at the head of 
the French army, having by his great 
military exploits conquered Italy and a 
great part of Germany, returns to Paris, 
and takes the reins of government into 
his own hands. 3. The French make him 
their emperor, and he obtains either a di- 
rect power or a controlling influence over 
all the southwestern part of Europe. (Ob- 
serve on the Chronographer over what 
nations his empire extended.) 

Europe during the Periods VII. and VIII. 
— The wars of tlie French Revolution oc- 
cupied more than twenty years, and nearly 
all the powers of Europe were engaged 
in them. There were SIX COALITIONS, 
or alliances of the natioiis formed against 
France. Great Britain furnished much 
of the money to support the great armies, 
which were raised by the other allied 
powers. Moneys thus paid were called 
subsidies. 



Epoch 8 th. 



Period VIII. 

From 1804- 

1815, 

1 1 years. 



JSpoch 9ik. 



The Coronation of Na- 
poleon. — 1804. 

Period of the Wars of 
THE French Revolution — 
OF the Second War be- 
tween England and Amer- 
ica. 

The Battle of Waterloo 
closes the Wars of the Revo- 
lution — Peace of Ghent. — 
1815. 



Events of Period VIII. in Europe. — 

^1. Napoleon's successes in battles against 

the Austrians, Russians, and Prussians. 

2. Napoleon's divorce from his Empress 

Josephine, and marriage with Maria 



Louisa, daughter of the emperor of Aus- 
tria. 3. Napoleon's disastrous Russian 
campaign, in which he loses nine-tenths 
of his great army of 500,000 men ; his 
troops being turned out of Moscow in 
the beginning of a severe winter, by the 
Russians setting fire to their own city. 
Many of the French troops were frozen 
to death. The consequence of these dis- 
asters was Napoleon's overthrow by his 
enemies. 4. Napoleon abdicates his 
throne, and goes to the island of Elba, 
while his allied enemies take Paris and 
put Louis XVIIL, another king of the 
family of Bourbon, upon the throne of 
France. 5. Napoleon comes from Elba 
without an army, and the French troops 
receive him, who has so often led them 
to victory, with open arms ; but after a 
reign of a hundred days, he is finally de- 
feated by the army of the allies, headed 
by Lord Wellington — at the great battle 
of Waterloo. He gives himself up to the 
British — is sent by them to the island of 
St. Helena, where he dies. 

Events of Period VIII. in Great Brit- 
ain. — 1. The national debt is greatly in- 
creased by paying to the Russians, Prus- 
sians, (fee, great sums of money to carry 
on wars against Napoleon ; and also by 
the expense of sending an army under 
Lord Wellington, which drives the French 
out of Spain and Portugal. 2. War with 
the United States, in which the British 
forces take Detroit, invade the United 
States, and burn the public buildings at 
Washington. The British suffer several 
naval defeats of single warlike vessels, on 



96 



UNIVERSAL HISTORY. 



[Fart III. 



the ocean, and of squadrons on the lakes ; 
and at the last of the war, they meet a 
signal defeat on land at New Orleans, 
where the Americans are commanded by 
Gen. Jackson. 

Events of Period VIII. in America. — 
1. The commerce of the United States is 
almost destroyed by the French and Eng- 
lish. Napoleon forbids the Americans to 
trade at English ports, and the Biitish 
government forbids their trading at French 
ports ; and under such arbitrary " Decrees''' 
of the French, and " Orders in Council" 
of the British, American vessels were ta- 
ken by both parties. The American gov- 
ernment let them know, that if one party 
would stop this abuse, the United States 
wo;ald go to war with the other. Napo- 
leon rescinded his " Decrees/' while the 
British " Orders in Council" remained ; 
and besides, the British claimed as a right 
that their warlike ships should search 
American vessels for British seamen; in 
doing which, they sometimes took native- 
born Americans. These two causes led 
to what is the most important event 
of this period, to the United States, 

the Second W^ar irith £iig- 
laaid. 

2. War with England, in which the 
principal land battles gained by the Amer- 
icans were near the Thames, in Upper 
Canada, — at Chippewa and Bridge water, 
on the Niagara frontier, — and at New Or- 
leans. 



Upoch 9th. 



Period IX. 

From 1815- 

1848, 
33 j^ears. 



Epoch 10 th. 



Battle of Waterloo and 
Peace of Ghent, which closes 
the war between Great Britain 
and the United States. — 1815. 

Period of Peace between 
Nations, — but of struggle 
OF THE people of Europe 

WITH THEIR KINGS FOR CONSTI- 
TUTIONAL Liberty — of Be- 
nevolent AND Christian So- 
cieties — OF great Improve- 
ments IN Locomotion, &c., and 
OF large Accessions of Ter- 
ritory TO the American Re- 
public. 

Treaty of Guadalupe, which 
closes the war between the Re- 
publics of Mexico and Amer- 
ica.— 1S48. 



Events of Period IX. in Europe, and 
the present aspect of affairs. — 1. The king of 
Portugal, Pedro I., abdicates his throne 
and goes to Brazil. Different claimants to 
the crowns of Spain and Portugal cause 
civil wars and anarchy, which waste and 
enfeeble those countries. 2. T'liC re- 
volt of the Cirreeks from' the 
Turks, and the bloody war waged against 
them by the Turks ; who, by the inter- 
vention of the English, Russians, and 
French, are at length forced to permit the 
Greeks to become an independent king- 
dom. Their king is Otho, son of the king 

of Bavaria. 3. The Three Bays' 
MeTolutlon iai Paris, (July, 

1830,) in which the French depose 
Charles X. and elevate Louis Philippe, 
with the expectation that he will " sur- 



Part 111.] 



MODERN HISTORY. 



97 



round his throne with republican institu- 
tions ;" but he disappoints them, restricts 
the liberty of the press, and makes him- 
self nearly absolute. 4. Revolt of the 
Poles from the Russians ; who, after bloody 
battles, are again obliged to submit to the 
Emperor Nicholas of Russia. 5. The 
French (1848) revolt from Louis Phihppe 
— expel him from the throne, and elect a 
convention which forms a republican con- 
stitution. They choose, as the first Pres- 
ident of their new Republic, Louis Na- 
poleon Bonaparte, nephew of Napoleon 
the Great. 6. Great commotions among 
the people exist in almost every part of 
Europe. In Germany, Prussia, and Italy, 
the people have risen and demanded of 
their sovereigns assemblies of their own 
number, to make laws for them, accord- 
ing to written constitutions. At Rome 
the Pope, Pius IX., has been obhged, al- 
though he did much to conciliate the 
people, to quit that ancient capital of the 
dominion of the popes. 

Events of Period IX. in Great Britain, 
and the Present State of that King- 
dom. — Great Britain has stood during this 
whole Period as, in several respects, the 
first nation in the world. Her capital, 
London, contains more than 2,000,000 of 
inhabitants, and is the greatest commer- 
cial emporium on the earth. This na- 
tion has more shipping, and a more ex- 
tended commerce, than any other. Her 
government is a constitutional limited 
monarchy, and though evils exist, yet 
Great Britain has neither despotism nor 
anarchy ; and there is within her borders, 
13 



security for life and property. Great 
Britain has vast foreign possessions. She 
owns North America north of the United 
States — great and rich possessions in 
India — New Holland, the largest island 
in the world, and the Cape of Good 
Hope. There are more voluntary asso- 
ciations, and more money raised in that 
island for benevolent purposes, than in 
any other country. Great Britain has, as 
a nation, appeared of late years, to act in 
many cases from higher motives than 
the mere selfish policy, which through 
the bloody period of modern history has 
so much disgraced the annals of Europe, 
interfering as in the case of Greece, to 
prevent the tyranny and injustice of 
stronger nations towards weaker. But 
Great Britain has troubles with the dis- 
contents of her own people, especially 
those of Ireland. She has an immense 
number of paupers to feed ; and she owes 
an enormous national debt. 

Events of Period IX. on the Western 
Continent. — When Spain fell under the 
power of Napoleon, her vast colonies on 
this continent struck for independence. 
Mexico, after more than ten yeais of war, 
in 1824 became freed from the dominioil 
of Spain, and made a federal constitution. 
But Santa Anna overthrew it, and an- 
archy has been, and is now, the misery 
and ruin of that beautiful country. The 
South American Spanish colonies, have 
in like manner sought to establish re- 
publics. But there have been many 
changes among them. Brazil is an em- 
pire having its hereditary sovereigns from 



UNIVERSAL HISTORY. 



[Part III. 



the royal house of Braganza, of Por- 
tugal. 

Events of Period IX. in America, and 
Present State of the. Republic. — 1. Acces- 
sions of territory have within the present 
century more than tripled the dimensions 
of the American Republic. We will give 
a connected view of these accessions, al- 
though the first belongs to the preceding 
period. The first accession was Louisiana, 
purchased of France in 1803. The sec- 
ond was Florida, ceded by Spain in 1819. 
The third was Texas, annexed in 1845. 
The fourth and last is New Mexico and 
Upper California, conquered from Mexico 
in 1846, and bought, and ceded in 1848. 

2. The Florida H^ar, from 

1835 to 1842, with the Seminole Indians, 
headed by their able chief Oseola. In 
this war the American troops endured the 
most severe hardships and dangers, among 
unhealthy swamps and everglades ; as well 
as by a "terrible Indian foe." 

3. The iHexican War, chiefly 
in consequence of the annexation of Texas. 
The American troops, under Generals 
Scott, Taylor, and other brave ofl&cers, 
invaded and conquered the different parts^ 
of the Mexican territory, and fought and 
gained many battles. This was closed, 
1848, by the Peace of Guadalupe. 

The population and prosperity of the 
United States have fully kept pace with 
the enlargement of its territory, and such 
is the reputation which the country enjoys 
on account of its free institutions and oth- 
er advantages, that immigrants flock to 
our shores from different parts of Europe. 



It is computed that 250,000 came over in 
the je,?iY 1848 ; and now that the newly- 
discovered gold of California is added to 
former attractions, perhaps half a million 
may come over in 1849. 

Canals and raili-oads already form many 
connecting links between the different 
states east of the Mississippi, and they 
are far extending to the west; while the 
wonderful telegraph sends information on 
the lightning's wing. A proposition is 
now before Congress to make a railroad 
from St. Louis in Missouri, westward 
through the width of the continent, cross- 
ing the Rocky Mountains at that wonderful 
mountain-gate the South Pass, and send- 
ing one fork to California and one to 
Oregon ; the telegraph, of course, accom- 
panying the railroad. Should all this be 
completed, the continent might be crossed 
in ten days, and information sent as fast 
as the sun's rays. What a difference 
would this be, in time and comfort, from 
a sea voyage around Cape Horn! and 
what should hinder such a railway from 
becoming the great thoroughfare of the 
East India trade, which is very milch 
composed of light and expensive articles ? 
By telegraph and railroad, a military force 
might be called for, from the gold regions 
of California, and sent from Washington, 
sooner, than, in the last war with England, 
a force could be called for, from Boston 
and sent to Washington. This view shows 
great changes in the world, by which 
TIME is made more valuable. Can we not 
find ways of moving mind by education 
proportionally, so that the generation to 



Part III.] 



MODERN HISTORY. 



Qd 



come may be fui-nished to meet this new 
call upon human energies ? Shall we not 
have done something towards producing 
this result when we have introduced the 
youth of our country to the Temple of 
Time, and conducted them through it ? 



CHAPTER XV. 

BIOGRAPHY OF THE MOST POWERFUL AND 
FAMOUS SOVEREIGNS OF THE EASTERN 
CONTINENT, SINCE THE DISCOVERY OF 
AMERICA. 

Ferdinand and , Isabella, King and 
Queen of Spain from 1479 to 1504. It 
was in their reign that the Western Con- 
tinent was discovered. Spain was divi- 
ded into independent kingdoms. Castile, 
of which Isabella was queen, was the 
largest and first in rank ; and Arragon, of 
which Ferdinand was king, was the sec- 
ond. The union of these sovereigns united 
these kingdoms in one, which took the 
name of Spain, the ancient appellation of 
the whole country. Isabella was one of 
the finest specimens of human nature, both 
in person and mind, which the world has 
ever seen. She had but one weakness, 
that of superstition. She was a sincere 
Catholic, and an obedient subject of the 
empire of the popes ; and was, by servants 
of that empire, led to sanction the estab- 
lishment of the Inquisition, a secret tribu- 
nal, which became the most terrible and 
the most unjust, of any known to history. 



She manifested from early youth a 
great, an independent, and a noble mind. 
She never suffered others to assume her 
place, or dictate to her, where her rights 
or her duties were concerned ; and, at 
any sacrifice, she was ever prompt to 
assert the one, and perform the other. 
When a girl, she would not be trafficked 
away in marriage by her brother, as was 
the custom of the time ; but went so far 
as to carry a dagger in her bosom to de- 
fend herself, if reduced to extremity. Fer- 
dinand had great mental ability and per- 
sonal elegance, and when they were both 
young, she loved and married him. But 
as sovereign of Castile, she had precedence 
of the king of Arragon, and on state occa- 
sions never relinquished it. Ferdinand 
was the great leading sovereign among 
several very able and shrewd men of that 
period, as Louis XI. of France. It was 
he who introduced into the affairs of Eu- 
rope " diplomacy," or the sending of min- 
isters to different courts to reside, and 
there to watch for the interests of their 
sovereign, and to build up his greatness 
and depress his rivals by any means, good 
or bad ; and little did master or minister 
care how many of the people were killed 
by the wars which were stirred up. 

Ferdinand never attempted to deceive 
Isabella. He loved her, and felt her pres- 
ence as that of a stronger, as well as a 
better spirit. She, it was, that when a 
lone wanderer, with a strange project, 
which all others rejected as wholly vision- 
ary, saw, that though new, it was well 
founded ; and of herself she determined 



100 



UNIVERSAL HISTORY. 



[Part III. 



that since her ministers could not raise the 
necessary funds, she would sell her jewels. 

Thus was Columlius patron- 
ized, and America discov- 
ered. 

Charles V., Emperor of Germany, 
King of Spain and Holland, from 1518 
to 1556. He was the most powerful sov- 
ereign of his time ; and indeed he ruled a 
greater empire than any other European 
sovereign from Charlemagne to Napoleon. 
(Trace on the Chart the empires of Char- 
lemagne, Charles V., and Napoleon.) In 
right of his mother Joanna, the daughter 
of Ferdinand and Isabella, he was king of 
Spain, and sovereign over Mexico and 
large portions of South America, which 
were Spanish colonies. From his grand- 
father Maximilian he inherited Austria; 
and from his grandmother, Mary of Bur- 
gundy, daughter of Charles the Bold, he 
was hereditary sovereign of Holland, — 
and he was the elected emperor of Ger- 
many. In his reign jllartin lillther 
(observe the theologians on the roof-work 
of the Temple) arose, and exposed the 
corruptions of the Church of Rome, and 

led the way to the Reformation. 

Charles V. was a Catholic, but all his 
power was not sufficient to ^top the pro- 
gress of the Protestants. He resigned all 
his hereditary dominions to his son Philip, 
but his brother Ferdinand was elected 
emperor of Germany. This family which 
had so much power, was called the House 
(or family) of Austria. To humble the 
powerful House of Austria was the prin- 
cipal reason why Cardinal Richelieu, ex- 



citing the nations to unite against them, 
brought on the Thirty Years War. 

Elizabeth, Queen of England, 1558 
to 1603. She ruled with more talent and 
wisdom, and had more power than any 
other sovereign of her time. She encour- 
aged manufactures, commerce, and learn- 
ing. She was at the head of the Protestant 
powers of Europe, as Phihp of Spain, son 
of Charles v., was of the Cathohc. Phihp 
threatened to invade England, and collect- 
ed the greatest navy ever known at that 
time, which was called " the Invincible 
Armada." It was to oppose this arma- 
ment that a powerful navy was first built 
in England, and this queen thus became 
the founder of the naval supremacy of 
England. 

Queen Bess, as she was familiarly 
called, collected also a large army to 
oppose the threatened land invasion of 
the Spaniards. She mounted her horse, 
and at Tilbury rode forth to inspect her 
troops, telling them that " though she was 
but a woman, she had a man's heart, and, 
if necessary, she would lead them to 
battle," 

Her reign and her memory were both 
darkened' by events which concerned the 
trial and execution of Mary queen op 
Scots. She was a beautiful, a grace- 
ful, and a fascinating woman ; and she 
possessed uncommon genius and feeling. 
But she was sent to France in early child- 
hood, espoused to the dauphin, (heir of 
the French monarchy,) and educated un- 
der the auspices of his mother, Catiiarine 
de Medicis, the most vile, artful, and cruel 



Part III] 



MODERN HISTORY. 



101 



woman of which modern history speaks. 
Witness the massacre of St. Bartholomew, 
contrived by her, as a method of keeping 
the weddinof of her dausjhter Margaret, 
.who was married to the Protestant prince 
Henry of Navarre, afterwards Henry IV. 
of France. His friends, the leading Prot- 
estants, came at her invitation to the wed- 
ding-, and the noble Colisjni and other brave 
and great men, and thousands of all ranks, 
were slaughtered in their bedchambers, 
or if they attempted to flee, in the streets. 

This woman had the charge of Mary of 
Scotland during her young days ; and 
when, after the death of Mary's first hus- 
band Francis II. of France, she went back 
to be queen of Scots, the want of con- 
scientiousness, was to her character, as the 
serpent among the roses. Even history is 
blinded by her exceeding loveliness, and 
is apt, in the connection between her and 
Elizabeth, to underrate the faults of the 
one, and overblame the other. 

This age in English history, is distin- 
guished as the Elizabethan age. The 
great poet Sliakespeare, and other 
eminent writers, flourished during this pe- 
riod. 

Henry IV. of France, 1589 to 1640. 
These were times when there were g-reat 
wars on account of religion. When Hen- 
ry IV. was but a boy, the Protestants in 
France having their general killed, his 
mother, the queen of Navarre, stood up, 
and presenting her son, said, " Behold 
your leader." After that he was much in 
wars with the Catholics. At the battle of 
Ivry he said, " Follow my white plume : 



you will find it in the road to victory 
and honor." {In the line of battle-fields 
on the Temple, Ivry is set down.) Henry's 
marriage with his first wife was, as we 
have seen, celebrated by the massacre of 
St. Bartholomew, when in Paris alone more 
than 10,000 Protestants were killed in one 
night, by the orders of the king, Charles 
XL, who was incited by his mother, Cath- 
arine DE Medicis. In the different parts 
of France 70,000 were massacred. 

Henry having conquered his enemies in 
the wars of the League, was made king of 
France. He was finally murdered by Ra- 
vaillac, an assassin and a fanatic, who 
stabbed him in his carriage. He was 
greatly mourned by his people, and espe- 
cially by his faithful and able friend and 
prime minister, the duke of Sully, who 
was the greatest statesman of his age. 
(^See Statesmen on the roof -work.) 

GusTAvus Adolphus, King of Sweden, 
1611 to 1632. He was called the " Hero 
of the North," and was the greatest mili- 
tary commander of his age. His history 
is connected with that of the French 
priest Cardinal Richelieu. {^See his name 
on the roof-work among the statesmen of 
11th century.) While he was prime min- 
ister to Louis XIII. , son and successor of 
Henry IV., he was at the head of tlie 
statesmen of Europe. Being a Catholic, 
he persecuted the Protestants in France, 
(there called Huguenots,) while to humble 
the power of the house of Austria, he 
united with the Protestant league against 
them, and aided Gustavus Adolphus, who, 
while Richeheu was the great planner. 



102 



UNIVERSAL HISTORY. 



[Part 111. 



was the military hero of the Thirty years' 
"war. He won great battles, and was 
finally killed in the battle of Lutzcn, 1632. 
(^See the place of this battle on the fioor- 
work of the Temjyle. 

Louis XiV., King of France, 1643 to 
1716. He inherited the crown from his 
grandfather, Louis XIII. He was a grand, 
gentlemanly king, but a very selfish man. 
Seeking to make himself glorious and 
powerful, he kept Europe embroiled in 
bloody wars. It was nothing to him that 
meuj women, and children died by sword, 
and fire, and famine, if he could live in 
the great new palace which he built at 
Versailles, and be " le grand monarquer 
Some one spoke to him concerning the 
nation — " The nation," said he, " that is 
me."* Louis XIV. was, however, liberal 
to men of letters, and encouraged the fine 
arts. His reign is called the Augustan 
age of French literature. The greatest 
poet of France, Racine, and many other 
excellent writers, flourished in his long 
reign of more than half a century. The 
" age of Louis XIV," is an expression 
often used. 

Oliver Cromwell, Protector of the 
Commonwealth of England, 1652-1658. 
Though Cromwell had not the name of 
king, yet, under the title of Protector, he 
pos'sessed supreme authority ; and he had 
more power than any other sovereign of 
his day. At this time our country was in 
progress of settlement. There were in 
those days great disputes about religion. 

* " L'etat, c'est moi." 



The divine right of kings began to be dis- 
puted by great men among the people. 
Charles L, the king whom Cromwell 
helped to pull down and put to death, 
and whom he succeeded, was rejected by 
the people for his tyranny in religion and 
civil government. But after the death of 
Cromwell the people went back to their 
former government, and by " the Res- 
toration" made Charles II., the son 
of Charles I., their king. 

William III., King of Great Britain, 
1689-1702. He was placed on the throne 
by the ReTolution, jointly with 
his wife, Mary, daughter of James II., the 
king whom they succeeded ; and whom for 
his folly and tyranny the people of Eng- 
land expelled from the kingdom. The 
people, thus by putting down one ruler 
and putting up another, took to themselves 
the power, which of right belongs to them, 
— that of choosing their own rulers, and of 
expelling a tyrant. This was therefore 
called the English Revolution. Before 
this time it was believed, in this land of 
our forefathers, as it is now in many parts 
of the world, that the kings of a royal 
family regularly succeeding, have (given to 
them by God) a right to the people, to 
all the land, &c. ; and that what their sub- 
jects have, is only by their gift. This doc- 
trine of the divine right of kings, the Eng- 
lish, let it be remembered, set aside at 
their Revolution. 

Peter the Great, Emperor of Russia, 
1682 to 1725. He greatly improved the 
Russian empire. The Russians were al-*- 
most a barbarous people. Being deter- 



Part III.J 



MODERN HISTORY. 



105 



mined to civilize them, he put aside his 
kingly power, and went to Holland, 
France, and England, to learn how to 
build ships, and to do many other useful 
things ; and he sometimes labored like a 
common workman. He then went back, 
and built his capital, St. Petersburg, and 
civilized his people — fought, and finally 
overcame Charles XH. of Sweden, and 
conquered from him and others large ter- 
ritories. 

Charles XH., King of Sweden, 1697 
to 1*718. He ascended the throne at the 
age of 15, He was brave almost to fury, 
and his early career was so brilliant and 
successful, that he was even ranked by 
the poet Pope with Alexander the Great, 
in the following couplet : 

" Heroes are all the same, it is agreed. 
From Macedonia's madman to the Swede." 

He defeated the Danes, Poles, and Rus- 
sians ; but in the battle of Pultowa he was 
defeated by Peter the Great of Russia. 

Frederic the Great, King of Prus- 
sia, 1740 to 1786. His ambition and 
military talents involved Europe in long 
and bloody wars. He made war upon 
Maria Theresa, who was empress of Aus- 
tria, and conquered from her Silesia. Both 
himself and Maria Theresa joined with 
Catharine 11. of Russia to destroy Poland ; 
which the three " royal thieves" divided 
among themselves in the year 1771. 

Catharine II., Empress op Russia, 
1762 to 1796. She had great and mas- 
culine talents, and much political power, 
although she was not a good woman. 
She united the northern nations of Europe 



in what was termed an "armed neutrali- 
ty," to protect the rights of neutral na- 
tions, as those not at war are called, from 
the aggressions and injuries of belligerents, 
those who are at war. She was the princi- 
pal person engaged in the ruin of Poland. 
Napoleon, Emperor of France, 1804 
to 1815. Napoleon Bonaparte is the per- 
son, who has possessed the most politi- 
cal power of any man during the present 
century. He extended his empire by con- 
quest and otherwise over Spain, Portugal, 
Austria, Prussia, and Italy. He was the 
greatest conqueror and commander in war 
of any in modern history. Indeed, he 
ranks as a military commander, with Al- 
exander the Great, Hannibal, and Julius 
Caesar. We hope it will please God that 
the world shall have no more men like 
them, made great by wholesale dealing, 
for their own pleasure or advantage, in 
human blood. But when nations are at- 
tacked, and patriots like Washington peril 
life in defence of their country, then it is 
right that they should be honored. 



CHAPTER XVI. 

BIOGRAPHT OF THE PRINCIPAL MEN AND 
MOST FAMOUS LEADERS OP THE WESTERN 
CONTINENT. 

[The biography of Washington is transposed, 
and placed last.] 

John Adams, second President op 
THE Republic of America, 1797-1801. 

John Adams was one of the great men 
of his age, and in the American Revolu- 



106 



UNIVERSAL HISTORY. 



[Part III. 



tion was second in patriotic services, to none 
but Washington. He was a native of Mas- 
sachusetts, and it was his happiness to 
have married, early in life, a woman, who 
was moi'ally and intellectually good and 
great. When the Revolution came on, 
and he was called to the high posts of 
duty and danger, she encouraged him to 
shrink from no peril, — to shun no respon- 
sibility in the cause of his country. In 
1774, when that glorious assemblage of 

PATRIOTS, THE FIRST AMERICAN CoNGRESS, 

assembled at Philadelphia, John Adams 
was a distinguished member. His influ- 
ence produced the appointment of Wash- 
ington as commander-in-chief of the army ; 
and no man so aided to sustain his heavy 
duties during the days which tried men's 
souls, as John Adams, who was made by 
congress chairman of the board of war. 
In 1777, he was sent minister to France, 
to act there in conjunction with Dr. Frank- 
lin and Arthur Lee. At the close of the 
Revolutionary war he was sent to aid in 
negotiating a treaty of peace with Great 
Britain. After its adoption, he was made 
the first American minister to London. 
On his return he was elected (1789) the 
first vice-president. When Washington re- 
tii-ed, Mr. Adams was chosen to the presi- 
dency. He died on the 4th of July, 1826. 

Thomas Jefferson, third President 
OF the United States, (1801-1809.) 

The first public effort of this eminent 
man, was made 1769, for the emancipa- 
tion of the slaves of Virginia, his native 
state ; of the legislature of which he was 
then a member. The difficulties with 



England, which led to the American Revo- 
lution, were just beginning. Mr. Jefi"er- 
son took a bold and leading position in 
favor of his country. He was chosen in 
1775 to the noble old Continental Congress, 
where men made none but grave and weighty 
speeches for their country's good, and for the 
elucidation of the matter in hand. There, 
his standing is apparent, from the fact 
that he was chosen with John Adams, 
Dr. Franklin, John Hancock, and Roger 
Shermak, on the committee to draw 

up the Declaration of Inde- 
pendence ; and to his pen we princi- 
pally owe that able instrument. In 1779 
he was made governor of Viiginia. In 
1784 he w£^s sent to Europe, and succeed- 
ed Dr. Franklin as American minister in 
Paris. In 1789 he was appointed by 
Washington the first Secretary of State. 
When in the course of political affairs, 
two great parties, the Federal and Re- 
publican arose, Mr. Adams was regarded 
as the head of the former, and Mr. Jeffer- 
son of the latter. After having filled the 
oflSice of vice-president for four years, the 
Republican party gained the ascendency, 
and succeeded in choosing him to the 
presidency, in which he remained two 
terms, from 1801 to 1809. 

The leading act of Jefferson's admin- 
istration was the purchase of Louisiana, 
which at once doubled the dimensions of 
the American Republic. 

He and Mr. Adams both died the same 
day, July 4, 1826 ; on the anniversary of 
that independence, which both of these 
patriots had done much to promote. 



Part III.] 



MODERN HISTORY. 



107 



Simon Bolivar of Caraccas, South 
Amj;rica. 

Bolivar became, in the revolutions of the 
Spanish South American colonies, the most 
eminent man of the 19th century in South 
American history. He completed his ed- 
ucation at Madrid, travelled in Europe, — 
resided some time m France, and after- 
wards visited the United States. The 
idea of liberating his country early took 
possession of his mind. In 1810, he was 
one of the patriots who declared the inde- 
pendence of Caraccas. He next assisted 
Gen. Miranda and others, who, in 1811, 
declared the independence of Venezuela. 
But the friends of independence, had 
among their opponents, the priests of the 
popular or Roman Catholic faith. A ter- 
rible earthquake occurred in 1812, which 
destroyed thousands, and the priests caus- 
ed the people to believe that it was a 
judgment of heaven against the patriots. 
Many of them took up arms to aid the 
Spanish general Monteverde ; who thus 
obtained possession of Venezuela, and 
forced Miranda to submit. Bolivar then 
went to Carthagena, and assisted the pa- 
triots of New Granada. Here he distin- 
guished himself by bold military move- 
ments, by which he drove out the Span- 
i lids fiom New Granada. He then with 
a small army entered the province of Ve- 
nezuela, defeated Monteverde, and in Au- 
gust, 1813, he entered the city as a con- 
que'or. He was now made dictator of 
Venezuela. He then went at the head of 
such forces as he could raise, and after 
several ably-fought battles, he succeeded 



in driving the Spaniards from New Gra- 
nada, and himself obtained the law uniting 
the two provinces of New Granada and 
Venezuela in the Republic of Colombia. 
He was hailed as the Liberador, and that 
title he thenceforward retained. In the 
mean time, Peru had struck for independ- 
ence, and by the victory of Ayacucho, in 
1825, had obtained it. The Peruvians, 
immediately after that battle, invited Boli- 
var to become their president for life. He 
went, but afterwards, both they and the 
Colombians distrusted, and spoke ill of 
him. In 1828, he assumed the dictator- 
ship in Colombia, and did many things for 
the good of his country. None denied 
that he possessed talents and patriotism. 
If he did not make himself a Washington, 
it may be said, that he could not. His 
countrymen were not, like the sons of the 
Pilgrims, prepared for self-government. 

Andrew Jackson, seventh President 
OF THE Republic of America, (1829- 
1837, 8 years.) 

Our pupils will recollect that the Tem- 
ple of Time above the floor-work is also 
the Temple of Fame. Jackson is placed 
among the famous men of his age. He 
was a native of Waxhaw, South Carolina, 
and when but a lad, he was a soldier in 
the American revolution. Of the three 
sons of his widowed mother, he alone 
escaped a patriot's death in that war, and 
he was closely imprisoned by the enemy. 
He was a lawyer at nineteen. At the 
age of twenty-one, he practised success- 
fully in Nashville, Tennessee. From this 
place he was sent to Congress — first to 



108 



UxVIVERSAL HISTORY. 



[Part III. 



the House of Representatives, and then 
to the Senate. He was also made major- 
general of the state militia, in which ca- 
pacity he was sent in 1812, at the head 
of 2,000 men, to fight the Creeks in Ala- 
bama, who had been guilty of the shock- 
ing massacre of Fort Mims. Here Jack- 
son gained a renown, by which he was 
made a major-general in the United States 
army. 

But his military fame was spread 
throughout the world by his masterly de- 
fence of New Orleans. Near tliis city, 
with undisciplined troops, he defeated, on 
the 8th of January, 1815, a formidable 
British army, with a wonderful disparity 
of loss. 

As President of the United States, Jack- 
son carried great measures with a strong 
arm. He was a mighty man. He loved, 
his country too, and was never, like Na- 
poleon, seeking his own advantage. He 
never sought office, but office sought him. 
The great measures which distinguish his 
administration, are, 1. His breaking down 
the United States Bank. In this, espe- 
cially in his manner of doing it, he was 
opposed by many good and wise men. 
2. His decided stand against an attempt, 
in South Carolina, to nullify the laws of 
Congress with respect to a tariff of duties 
on imported goods. This measure was 
popular. 3. The removal of the Indian 
tribes within the organized states, to re- 
gions west of Arkansas and Missouri. 
This was opposed by many at the time, 
and it was hard — upon the Cherokees par- 
ticularly ; and no President of the United 



States but Jackson (not Washington, for 
his will never led his conscience) could 
have carried that great measure ; although 
it is now understood and acknowledged, 
both by the Indians and the whites, to be 
of great advantage to both races. 

George \¥a§hiiig^toii, first 

President of America, 1Y89-1797. We 
have taken Washington from his chrono- 
logical place that we may close our book 
with his surpassing name. 

The important events of his life have 
been so numerous that we cannot, in our 
scanty limits, give, by relations of facts, 
any just idea of the man who has excited 
the admiration of the world ; and of whom 
his Country, calling him " Father," has de- 
clared, that "he was first in war, first in 
peace, and first in the hearts of his coun- 
trymen." We can point to no one lead- 
ing act, or conspicuous trait, which might 
wholly designate him. His person, his 
intellect, his judgment, and his moral 
powers, all harmoniously combined to pro- 
duce his greatness. His will was strong 
and steady, but regulated. His presence 
inspired the good with affection and con- 
fidence ; while a kind of awful truth, in- 
vesting him as with searching rays, shed 
a light, which was dreaded and shunned, 
by the deceitful and the base. 

Washington died in the sixty-eighth 
year of his age. His history is that of his 
country, during the period of his public 
services. Commanding her armies, and 
presiding in her councils, during the most 
interesting period of her existence, her 
story can never be delineated, but he must 



THE TEMPLE TAUGHT BY DRAWING. 



109 



stand the most prominent figure on the 
foreground. What may be said of many 
of the worthies of the revolution, may be 
eminently said of him. In no instance has 
he rendered his country a more important 
service, than in leaving to her future sons, 
his great and good example. Other he- 
roes have been praised for their love of 
glory. Washington soared in the pure 
atmosphere of virtue, above its reach. 
Never did he rashly adventure the cause 
of his country, lest he should suffer in his 
personal reputation. He vras above all 
other approbation, and all other fear, but 
that of God. 



RULES FOR TEACHING THE TEMPLE OF TIME 
BY DRAWING. 

The faculty of imitation, and the power 
of guiding the hand by the eye, are all 
that are absolutely necessary to enable 
the pupil to copy the hnes and letters 
which compose the Temple of Time. 
And not only, as in the drawing of maps, 
will the scholar who draws the Temple, 
receive thereby an indelible impression of 
the chart drawn, but in this case, he will 
be learning practical perspective. 

That science is too intricate to be fully 
treated here, but we give the following 
rules to aid in drawing the Temple : 

1st. Let the pupil observe that there 
is a point in the farthest background of 
the Temple, near the word Creation, 



where all the lines apparently inclining 
inwards, would, if continued meet. This 
is the effect of their receding from the 
eye, for these are lines which, in a real 
building would all be parallel to each 
other and to the horizon, and perpendicu- 
lar .to the picture plane. All such lines, by 
the rules of perspective, find their vanish- 
ing point in the point of sight. The point 
then, where these lines meet, is both a 
vanishing pdint and the point of sight. 
As these lines form the four inner angles 
of the Temple, — the dividing lines on the 
five compartments of the roof, (fee, if the 
drawer, first by measurement and imita- 
tion, makes the front outline of the Tem- 
ple, then all these lines, can with a long 
rule be easily drawn to the point of sight. 

2d. All hnes really perpendicular to the 
plane of the horizon, remain perpendicu- 
lar in the perspective representation, 
though shortened more and more as 
they recede into the distance. This rule 
applies to drawing the pillars, their bases, 
&c. 

3d. All lines really parallel to the plane 
of the picture, remain parallel in perspec- 
tive drawing, but the distances between, 
constantly diminish, as well as their ap- 
pai-ent length, by receding into the dis- 
tance. This rule applies to drawing those 
lines on the floor- work and roof, which 
divide those parts of the Chronographer 
into centuries. 

4th. As there is lettering to be placed 
transversely on the pillars, let the pupil 
observe that there is, about in the middle 
of each pillar, a place where the letters 



110 



RULES OF PERSPECTIVE. 



tfJ' ' / 



are put on as if enclosed in straight lines. 
Above and below, the lettering is put on 
as if within lines which are becoming more 
and more circular, as they recede from 
this central part ; the lines above pointing 
downwards, and those below pointing up- 
wards. — Take a long rule and place it on 
the point of sight and parallel with the 
bottom and top lines of the picture, then 
if by this riile you describe a straight 
line passing through the point of sight, — 
that line is, by definition in perspective, 



the horizon line of the picture ; and on 
the horizon line, all lines otherwise incli- 
ning or declining towards it, become paral- 
lel to the horizon; and the nearer they 
are to it, the less they deviate from a 
parallel. This may give some little idea 
of the general principle, by which the let- 
tering is to be placed on the pillars. If 
nothing else, it will set the pupil to 
examine ; and knowing, that there is a 
rule, he may find it out by imitation and 
practice. 



